The Programme Standards: Medical and Health Sciences

The Programme Standards: Medical and Health Sciences contains benchmarked statements pertaining

to the field of medical and health sciences. The complex multidisciplinary nature of medical and health

science requires a sound, research-informed, scientific education. Graduates must acquire sufficient

knowledge, understanding, skills and professionalism that underpin the education and training of health

professionals. They should be aware of the current approaches used in health care and research. They

are encouraged to integrate the knowledge of various key disciplines to further understand their

respective fields. These objectives can be achieved by incorporating professional standards within the

programme.

Programme Standards: Medical and Health Science

First Edition 2013

Second Edition 2016

Malaysian Qualifications Agency

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No 17, Jalan Yong Shook Lin

46050 Petaling Jaya

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Email [email protected]

Website www.mqa.gov.my

Malaysian Qualifications Agency 2016

ISBN: 00000000

All the Agency’s publications are available on our web site: www.mqa.gov.my

Contents

FOREWORD 1

GLOSSARY 3

ABBREVIATIONS 5

INTRODUCTION 6

PROGRAMME AIMS AND EDUCATIONAL OBJECTIVES 18

LEARNING OUTCOMES 20

CURRICULUM DESIGN AND DELIVERY 36

ASSESSMENT OF STUDENT LEARNING 53

EDUCATIONAL RESOURCES 68

LEADERSHIP, GOVERNANCE AND ADMINISTRATION 69

PROGRAMME MONITORING AND REVIEW 71

CONTINUAL QUALITY IMPROVEMENT 72

APPENDIX 1: PANEL MEMBERS 73

APPENDIX 2: BODY OF KNOWLEDGE 74

DIPLOMA ........................................................................................................................................ 74

BACHELOR’S DEGREE ............................................................................................................... 94

APPENDIX 3: RESOURCES SPECIFIC TO THE FIELD OF STUDY 122

Page 1 of 170

FOREWORD

In its effort to ensure the quality of programmes in institutions of higher learning in Malaysia,

Malaysian Qualifications Agency (MQA) has published various documents such as

Malaysian Qualifications Framework (MQF), Code of Practice for Programme Accreditation

(COPPA), Code of Practice for Institutional Audit (COPIA), Guidelines to Good Practices

(GGP) and Programme Standards (PS). It is important that these quality assurance

documents be read together with this document in developing and delivering higher

education programmes in Malaysia.

The Programme Standards document outlines sets of characteristics that describe and

represent guidelines on the minimum levels of acceptable practices that cover all the nine

Malaysian quality assurance areas: programme aims and learning outcomes, curriculum

design and delivery, assessment of students, student selection, academic staff, educational

resources, programme monitoring and review, leadership, governance and administration,

and continual quality improvement. The Programme Standards: Medical and Health

Sciences cover all the education levels: from diploma to doctoral.

This Programme Standards document has been developed by a panel (Appendix1) in

consultation with various stakeholders representing public and private Higher Education

Providers (HEPs), relevant government and statutory agencies, professional bodies, related

Medical and Health Sciences industry and students.

This standards do not attempt to give specific characteristics for the programmes, especially

for those related to the framing of the curricula and provision of educational resources. This

Programme Standards document encourages diversity and allows programme providers to

be innovative and to be able to customise their programmes in order to create their own

niches, while ensuring they produce graduates that meet the current needs of the profession

and ensuring they fulfil their obligations to society. Some examples given in this Programme

Standards document, such as the statements of programme aims and learning outcomes,

are intended to give clarity to the document; they are not intended to be adopted in a

verbatim manner.

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I would like to express my appreciation to all the panel members, the various stakeholders

who have given their input, and all the officers from MQA who have contributed to the

development of this Programme Standards: Medical and Health Sciences document.

Thank you.

Dato’ Prof Dr. Rujhan Mustafa

Chief Executive Officer

Malaysian Qualifications Agency (MQA)

2015

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GLOSSARY

Compulsory

module

Module that is taken to fulfil university and national

requirements.

Formative

assessment

A process of monitoring the achievement of the learning

outcomes. It involves evaluating student learning that aids

understanding and development of knowledge, skills and

abilities without passing any final judgement (via recorded

grade) on the level of learning.

Fundamental

module

Module that is deemed common to all subgroups of Medical

and Health Sciences by this Programme Standards.

Graduate A student who has successfully completed any level of

qualification within this Programme Standards.

Industrial

training

A period of time within the programme where students are

required to be placed in the industry to gain industrial

experience and enhance soft skills. It also includes Clinical/

Professional/Supervised Professional Placement.

Medical and

health

sciences

Disciplines that are built upon the basic sciences and

fundamental biomedical sciences and deal with better

understanding and improving the health of individuals and

community as identified in this Programme Standards.

Module A unit of learning and teaching also described as subject or

course or unit in a programme.

Optional

module A module which is selected by a student from a group of

identified modules which form part of the Minimum

Graduating Credits for the programme. These may either

be as free electives or field electives.

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Professional

module Modules taken to fulfil the requirements within an identified/

specific subgroup of Medical and Health Sciences.

Programme An arrangement of modules that are structured within a

specified duration and learning volume to achieve the

stated learning outcomes, which usually leads to an award

of qualification.

Summative

assessment A process of evaluating and grading the learning of

students at a point in time.

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ABBREVIATIONS

A-Level Advanced Level

APEL Accreditation of Prior Experiential Learning

CGPA Cumulative Grade Point Average

COPIA Code of Practice for Institutional Audit

COPPA Code of Practice for Programme Accreditation

CPD Continuous Professional Development

GCE General Certificate of Education

GGP Guidelines to Good Practices

HEP Higher Education Provider

IELTS International English Language Testing System

MCQ Multiple Choice Questions

MEQ Mixed Essay Questions

MGC Minimum Graduating Credits

MOHE Malaysian Ministry of Higher Education

MQA Malaysian Qualifications Agency

MQF Malaysian Qualifications Framework

O-Level Ordinary Level

OSCE Objective Structured Clinical Examination

OSPE Objective Structured Practical Examination

RPL Recognition of Prior Learning

SEQ Short Essay Questions

SPM Sijil Pelajaran Malaysia

STPM Sijil Tinggi Persekolahan Malaysia

TOEFL Test of English as a Foreign Language

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INTRODUCTION

The Programme Standards document contains benchmark statements pertaining to the field

of medical and health sciences. It provides guidelines for HEP to follow in curriculum

development and minimum level of acceptable practices. The programme standards cover

all education levels from diploma to doctoral in medical and health sciences.

The standards for the following disciplines have been developed by the panel for medical

and health sciences in 2010 (published in the first edition of programme standards):

1. Audiology

2. Biochemistry

3. Biomedical Sciences

4. Dietetics

5. Environmental Health

6. Forensic Science

7. Genetics

8. Health Care Management

9. Health Promotion

10. Medical Imaging

11. Medical Laboratory Technology

12. Medical Social Work

13. Microbiology

14. Nutrition

15. Occupational Safety and Health

16. Occupational Therapy

17. Physiotherapy

18. Radiotherapy

19. Speech Sciences

To ensure the quality of each programme is maintained, it is the requirement of MQA to

review each programme standard once in every five years. In 2015 a panel of reviewer was

appointed to review and update taking cognisant of current policies and development.

The panel reviewed 11 out of 19 disciplines, they are

1. Biomedical Sciences

2. Dietetics

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3. Environmental Health

4. Health Care Management

5. Medical Imaging

6. Medical Laboratory Technology

7. Nutrition

8. Occupational Safety and Health

9. Occupational Therapy

10. Physiotherapy

11. Radiotherapy

The three new disciplines ( audiology, forensic and speech sciences) were introduced in

2012 and were not yet due for reviewing by the present panel. The remaining five

disciplines (Health promotion, microbiology, biochemistry, medical social work and genetic)

have not been reviewed because of the lack of demand. A new standard is developed for

paramedical science.

Biomedical Science

Biomedical Sciences can be defined as the application of biology-based sciences in the field

of medicine, health sciences, biomedical science research, in laboratory sciences for

diagnostics and research

The Biomedical Science program is multidisciplinary in nature and exposes students to the

latest information and technology in the fields of medical and health sciences. The program

covers understanding of the principles in a wide range of biomedical disciplines, including

anatomy, physiology, biochemistry, molecular biology, biophysics, cell biology,

cytopathology, computational biology and bioinformatics, developmental biology,

epidemiology, genetics, hematology, histopathology: immunology, microbiology,

neuroscience, oncology, parasitology, pathology, pharmacology, physiology & virology

Biomedical science is a continually changing and dynamic profession and it offers a variety

of exciting career opportunities. Graduates are qualified to enter a variety of careers in

pharmaceuticals, biomedical, agrochemicals, government service, specialist laboratory work,

expert and consultant roles, research, education, management, including science policy

and enforcement agencies. Graduates also have the option to continue their studies to

postgraduate studies (Masters or PhD) and pursue a career in research and teaching.

Graduates are competent to establish specialised laboratories catering to DNA sequencing,

peptide synthesis, protein purification and marketing various chemicals, enzymes, antibodies

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and other products. Those having managerial skills and financial backups can venture into

business to set up clinical and research laboratories.

Medical Laboratory Technology

Medical laboratory technology can be defined as the application of technical and scientific

knowledge in the health-care with strengths in clinical laboratory techniques and procedures.

A medical laboratory technologist is a healthcare professional who exercises technical and

scientific functions in medical laboratories. They collect samples and perform tests to

analyse body fluids, tissue, and other substances. In some countries, medical laboratory

technologists may be called biomedical scientists, medical laboratory scientists or clinical

laboratory scientists.

These highly trained health-care professionals provide patient care through the performance

of laboratory analysis and procedures in all areas of laboratory medicine. Most medical

laboratory technologists are generalists, skilled in all areas of the clinical laboratory.

However some are specialists, qualified by unique undergraduate education or additional

training to perform more complex analyses than usual within a specific field. Specialties

include clinical biochemistry, hematology, microbiology, bacteriology, toxicology, virology,

parasitology, mycology, immunology, immunohematology (blood bank), histopathology,

histocompatibility, cytopathology, genetics, cytogenetics, electron microscopy, molecular

diagnostics and in vitro fertilization (IVF)

They perform a full range of laboratory tests – from simple prenatal blood tests, to more

complex tests to uncover diseases such as HIV/AIDS, diabetes, and cancer. They are also

responsible for confirming the accuracy of test results, and reporting laboratory findings to

pathologists and other physicians. The information that a Medical Laboratory Technologist

gives to the doctor influences the medical treatment a patient will receive. Medical

Laboratory Technologists operate complex electronic equipment, computers, and precision

instruments costing millions of dollars. Medical Laboratory technologists also assist doctors

and nurses in choosing the correct lab tests and ensure proper collection methods. Medical

Laboratory Technologists perform, develop, evaluate, correlate and assure accuracy and

validity of laboratory information and ensures maintenance procedures in laboratory

instrumentation.

Graduates are qualified to work in hospital laboratories, research laboratories, clinical

laboratories, private pathology laboratories, public health laboratories, university

laboratories, sales and marketing, public schools and in many other areas. Medical

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Laboratory Technologist also have the option to continue their studies to postgraduate

studies (Masters or PhD) and to venture into business to set diagnostic laboratory, quality

assurance, academia and provide consultancy.

Dietetics

Dietetics is an essential component of the health sciences emphasising on providing

dietetics services in hospital, clinical setting and community.

The work of the dietitian includes prescribing medical nutrition therapy; providing dietary

consultation for treatment of diseases/illnesses in both acute and chronic care.

A dietitian also assesses nutritional needs of individuals or community groups; manage food

service; conduct research in nutrition, dietetics and food services.

In addition, a dietitian involves in developing policies, protocols, clinical practice guidelines,

medical nutrition therapy guidelines; providing expertise in the promotion of wellness through

healthy eating and health-related programme to support the healthcare needs of the

population in a clinical setting.

A dietitian must understand biochemical, physiological and psychological factors that relate

to human nutrition in health and disease, principles of education and communication and

principles of organisation and management. Dietitians are trained to:

understand food science

interpret nutrition science

assess people’s nutritional needs

conduct diet counselling

prescribe diets for medical conditions

implement and manage nutrition services and health promotion programmes

undertake research

deliver evidence-based nutrition care

undertake development of nutrition and dietetic policies

Dietitians are employed in hospitals and clinical settings. They also serve the public as

Community Dietitians.

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Dietitians are able to work as food and beverage managers in food service institutions, as

consultant dietitians, as well as in pharmaceutical companies as special products managers.

Those with tertiary education can become academic dietitians. They can also provide their

expertise in schools, homecare, airlines, hotels, sports and long term care facilities.

Environmental Health

Environmental health comprises those aspects of human health, including quality of life, that

are determined by physical, chemical, biological, social, and psychosocial factors in the

environment. It also refers to the theory and practice of assessing, correcting, controlling,

and preventing those factors in the environment that can potentially affect adversely the

health of present and future generations. It comprises:

1. Epidemiology and biostatistics

2. Environmental toxicology, health impacts and risk assessment

3. Built environment and environmental technology

4. Ethics, law and enforcement of appropriate legislation to protect health

5. Occupational safety and health

6. Food hygiene and safety

7. Air and water quality

8. Vector and pest control management

9. Hazardous and municipal waste management

10. Environmental hazards, disaster and emergency management

11. Transboundary and international health issue

Development is looked at in the perspective of natural ecosystem – in saving resources and

minimising adverse effects to lives and total environment. Hazards resulting from

development and man-made environment are studied and monitored to promote global

sustainability in consumption and production. Environmental issues like global climatic

change, ozone depletion and scarcity of resources and contamination of the environment are

studied.

Candidates in this field would study, among other things, basics of health sciences –

chemistry, biochemistry, biology, microbiology, human anatomy and physiology, and

statistics; as well as related diseases and disease control, laws, ecology, pollution,

environmental assessments, land use and housing, environmental toxicology, environmental

health promotion, occupational health and industrial hygiene.

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Graduates in this field should be able to work as environmental health officers; health, safety

and environment practitioners; industrial hygienists; academicians; researchers; and

consultants in this field.

Health Care Management

Health care management is the field relating to leadership, management and administration

of health care systems, hospitals and hospital networks. Health care administrators are

health management professionals who provide administrative/management support for the

delivery of healthcare services.

The health care management professionals are equipped with specialized education in

management disciplines taught in the health care context. They have knowledge and skills in

finance, budgeting, human resource, health facilities management, organizational behaviour,

quality of health care services, health information management and technology; and medical

and health terminology for effective communication.

Healthcare management professional requires to respond to and support changes in

healthcare delivery services. Managing facilities, services, programs, human resources,

finance, quality, and relations with other organizations are some significant roles and

responsibilities of healthcare management professionals. Their roles make significant

contribution to community.

With growing diversity in the healthcare systems, health care management professionals

may present in a variety of setting in health and other organisations including health service

providers (clinics and hospitals), health support organizations, managed care organizations,

consulting firms, public health departments in an organization and learning organisations.

Medical Imaging

Medical Imaging is a technique, process and art of creating visual representations of body

parts for clinical analysis and medical intervention. This non-invasive technique may reveal

the condition of internal structures without surgical intervention.

Modalities in medical imaging include General radiography, angiography, Computed

Tomography, Ultrasound, Magnetic Resonance Imaging, Radionuclide Imaging and

Mammography. Many of the medical imaging modalities are using man made radiation as a

source of energy. Meanwhile Ultrasound and Magnetic Resonance Imaging are using the

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principle of magnet, sound and radiofrequency. Medical imaging program provides student

with knowledge, skills and competencies to carry out examinations or procedures with

specific modalities. Courses in the programme includes, Image recording and processing

principles, patient care and safety), communication and handling issues, human anatomy

and pathology, instrumentation management and handling, and radiation safety principles.

Management and leadership toward appropriate attitude are compulsory in developing

professionalism in this field.

Teaching approaches include theory, practical and clinical environment. Graduates from this

field will be working in healthcare facilities, diagnostic centre, research laboratory and

healthcare companies.

Duties of a medical imaging technologist (MIT)

Diagnostic Diagnostic Radiographer are responsible for preparing and ensuring safe and

correct positioning of patient to get the most accurate images, assisting a radiologist in

procedures and advanced preparation as well as administrative tasks, such as organizing

work schedules and maintaining patient records.

A Diagnostic Radiographer may specialize in mammography, computed tomography,

ultrasound and magnetic resonance imaging. The Diagnostic Radiographer may require to

work shift and on-call duty.Sonographers are Diagnostic Diagnostic Radiographer who

specialise in ultrasound, to conduct imaging procedures using non-invasive sound waves to

obtain images of the internal and external structures.

Sonographers can further specialise in women's health, vascular technology, and

echocardiography.

Nutrition

Nutrition is the science of food and nutrients, their uses, processes in the body in relation to

health and disease. A nutritionist is involved in one or more of the following areas of work

such as in public health, research, academia, food industry and communication and media.

The role of the nutritionist includes implementing, promoting, and evaluating nutrition

programmes and projects.

The nutritionist is also involved in developing nutrition guidelines and recommendations;

participating in applied or basic research activities.

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In addition, nutritionist also educate and empower consumers on nutrition and products,

write and communicate nutrition knowledge to the community, public and policy maker

through the media and other means as well as provide training and consultation in nutrition.

Nutritionists also promote the nutrition wellbeing of the community and prevent nutrition

related diseases. as well as communicate the science of nutrition effectively both to the

scientific community and the public.

This document provides the standard for nutrition programme. It is a framework that can be

reviewed periodically (every 5 years) based on the demands and needs of the progress and

innovation in nutrition science.

Occupational Safety and Health

Occupational safety and health is a field which ensure safe and healthy working conditions

at the workplace. This discipline safeguard that all hazardous agents and factors such as

physical, chemical, ergonomics, biological as well as psychosocial in addition to

occupational accidents will be avoided.

It has gradually developed from a mono-disciplinary, risk-oriented activity to a multi-

disciplinary and comprehensive approach that considers an individual's physical, mental and

social well-being, general health and personal development.

Occupational safety and health is a multidisciplinary activity aimed at:

i. the protection and promotion of the health of workers by preventing and controlling

occupational diseases and accidents and by eliminating occupational factors and

conditions hazardous to health and safety at work;

ii. the development and promotion of healthy and safe work, work environments and

work organizations;

iii. the enhancement of the physical, mental and social well-being of workers and

support the development and maintenance of their working capacity, as well as

professional and social development at work;

iv. enabling workers to conduct socially and economically productive lives and to

contribute positively to sustainable development.

Students in the field would study basics of health sciences such as chemistry, biochemistry,

biology, microbiology, human anatomy and physiology, psychology, epidemiology,

biostatistics; as well as laws, ecology, pollution, occupational health, environmental health,

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ergonomics, work place communication and health promotion, risk management, medical

emergency response, safety and industrial hygiene, and occupational related diseases.

Graduates in this field should have the competency to work as occupational safety and

health officers. Those with postgraduate qualifications would take the roles as safety and

health manager, academicians, researchers, and consultants in this field.

Occupational Therapy

Occupational therapy is a client-centred health profession concerned with promoting health

and well being through occupation. The primary goal of occupational therapy is to enable

clients to participate in the activities of everyday life. Occupational therapists achieve this

outcome by working with people and communities to enhance their ability to engage in the

occupations they want to, need to, or are expected to do, or by modifying the occupation or

the environment to better support their occupational engagement.

Occupational Therapy believe that participation can be supported or restricted by the

physical, affective or cognitive abilities of individuals, the characteristics of the occupation, or

the physical, social, cultural, attitudinal and legislative environments. Therefore occupational

therapist will lanalyse the physical, environmental, psychosocial, mental, spiritual, political

and cultural factors to identify barriers that contribute to exclusion and occupational

deprivation.

Occupational Therapy uses Occupational Therapy Framework to operationalize their

expertise. Occupational Therapist deliver services to those who have or are at risk for

developing an illness, injury, disease, disorder, impairment, disability, activity limitation or

participation restriction, as well as trauma due to natural disaster. .

The graduates are trained to be a registered practitioner in clinical and community setting,

educator, consultant, researcher and administrator. Places of employment include schools,

hospitals, skilled nursing facilities, homes, outpatient rehabilitation centres, psychiatric

facilities, special schools, and long-term-care facilities.

Students are expected to be trained in the following competencies:

1. The person-occupation-environment relationship and its relationship to health

2. Therapeutic and professional relationship

3. An occupational therapy process

4. Professional reasoning and behaviour

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5. The context of professional practice.

The particular knowledge, skills and attitudes in the above areas of competency will be

determined by:

1. The nature of the local health needs including prevention of disability

2. The local health, welfare, disability and legislative systems

3. Locally relevant health giving occupations

Programme philosophy and purpose

Paramedical Sciences

The concept of Emergency Medicine and Trauma Services (EMTS) in Malaysia had existed

since 1950’s. While their functions and contribution to the overall healthcare system has

been much appreciated globally, Emergency Medicine is relatively a new specialty rapidly

expanding in Malaysia. One of the important component in Emergency Medicine is Pre

Hospital Care (PHC) that has been developed, expanded and progressed over the recent

years. Pre Hospital Care in Malaysia is very unique as the personnel involve in the field are

from Ministry Of Health Malaysia as main player supported by universities and other rescue

agencies. Responder for Pre-Hospital Care will be in future called Paramedic.

First responder is a person who is certified to provide medical care in emergencies before

more highly trained medical personnel arrive on the scene. Responder is a person that

responds to an emergency situation or other calling. Practitioner is someone practicing a

skilled profession for which special education or licensing is required.

Provider is a person or agency that supplies goods or services, particularly medical or

paramedical services. Paramedic is a certified healthcare personnel who is trained to

provide emergency medical care out of hospital setting and transport the patient to hospital.

They provide treatment ranges from basic life support to advance life support. The provision

of emergency medical are regulated by local rules, policies, laws or standard practice.

The training will provide paramedic with abilities in critical thinking and problem solving skills

based on current scientific evidences which are benchmarked against international

standards. Paramedics are expected to work independently in a dynamic, challenging and

hostile environment. Hence, training centre must be able to provide the competencies,

knowledge and attributes required of paramedic to function effectively.

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Emphasis on self-directed learning, e-learning, evidence based practice and problem solving

skills will inculcate independent learners and critical thinkers to enable them to function in an

adaptive and challenging environments. In addition, training programme aimed to produce

paramedic who are able to function as a team and have the acquisition in leadership and

managerial skills to perform inter-professionally and collaboratively in providing quality

service in Pre Hospital Care.

Physiotherapy

Physiotherapy is a healthcare profession providing services to individuals and population to

develop, maintain and restore maximum movement and functional ability throughout the

lifespan. It involves with maximizing the quality of life and movement potential through

promotion, prevention and treatment in the field of rehabilitation.

There is a diversity of clinical specialties in physiotherapy to meet the unique needs of

different client groups. Physiotherapists use physical interventions which include movement

therapy, functional training, exercise prescription, electro-physical agents, manual therapy

and assistive device prescription.

The practice of physiotherapy is client–centered incorporating assessment, interpretation

and analysis of findings, planning intervention and evaluation of physical dysfunction,

movement disorders and pain. Physiotherapists work independently or under direct or

indirect supervision, working in isolation or within a multidisciplinary team. With the

increasing demands of chronic disease particularly the ageing population, physiotherapists

work as a part of the health care team to provide an integrated service. They are in primary

first line health care in preventing and promoting health and wellbeing of the community.

Physiotherapy services are available in a wide variety of areas such as hospitals, health

organizations, physiotherapy private practices, schools, community settings, sports, fitness

clubs, health/ wellness centers, gymnasia and spas, hospices, nursing homes, occupational

health centers, rehabilitation centers, education and research centers.

The physiotherapy education at undergraduate levels requires a structured programme with

a mandatory supervised practice component in the clinical settings with the focus on the

development of knowledge, skills and the professional attributes of a physiotherapist.

Postgraduate education offers physiotherapists the opportunity to extend their understanding

of key areas and expand their professional capacity, including challenging the foundations of

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established treatment procedures with newly acquired scientific evidence, developing and

undertaking clinical research, learning about new and emerging treatment options and

engaging in the mentorship of recognized experts in various physiotherapy specialties .

The programme standards for physiotherapy are intended to provide the internal and

external stakeholders namely Higher Education Provider (HEP), Registration Board,

employers, clinical educators, Malaysian Physiotherapy Association, physiotherapists and

students with benchmark for the knowledge, skills and attributes of a competent and

accountable physiotherapist.

Radiation Therapy

Radiation Therapy is an ionising radiation modality for the management of malignant

diseases and other pathological conditions. The Radiation Therapist is responsible for the

planning of safe and accurate delivery of ionising radiation therapeutic dose. The radiation

therapist is also responsible for total care of the patient inclusive of physical and

psychosocial wellbeing.

Radiation Therapy may be used alone or with other treatment modalities like surgery and

chemotherapy. The ionising radiation used in the treatment of cancer may include X-rays,

gamma rays, electrons beams and charged particles.The Radiation Therapist is a member

of a multidisciplinary team who responsible for the design, planning and delivery of

prescribed ionising radiation dose over a course of treatment to the patient.

The Radiation Therapist utilises sophisticated imaging equipment and current computer

systems to create a treatment plan to deliver the optimum dose to the tumour, specific to a

particular patient and the diagnosis, whilst minimising the dose delivered to healthy tissue.

The Radiation Therapist needs to have professionalisme and strong interpersonal skills. The

Radiation Therapist’s role extends to counselling of patients regarding their diagnosis and

treatment.

Radiation therapists with postgraduate qualifications (Master and Doctoral degree) will have

a wider scope of responsibilities which include the determination of appropriate ionising

radiation dosage, interpretation of investigation, and conducting follow up review of the

patient. They are also responsible for the total patient care which include physical and

psychological wellbeing.

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PROGRAMME AIMS AND EDUCATIONAL OBJECTIVES

Programme aims are guided by the vision, mission and goals of the HEP in its academic

planning and implementation to strive towards excellence. “A programme’s stated aims

reflect what it wants the learner to achieve. It is crucial for these aims to be expressed

explicitly and be made known to learners and other stakeholders alike” (COPPA, 2008, pp.

10).

Programme aims are described in a broad and general statement of learning and teaching

intention, encapsulating the general contents and direction of a programme.

The aims of higher education is to produce competent graduates through the:

provision of knowledge and practical skills based on scientific principles;

inculcation of professional attitude, leadership quality and social responsibility;

development of the ability to analyse, problems solving, and decisions making;

development of the quest for knowledge and the lifelong learning skills; and

inculcation of the awareness to the current and relevant issues related to national and

international context.

The quality of the HEP and the programme that it offers is ultimately assessed by the ability

of its graduates to carry out their expected roles and responsibilities in society. This requires

a clear statement of the competencies, i.e., the practical, intellectual and soft skills that are

expected to be achieved by the student at the end of programme. The main domains of

learning outcomes cover knowledge, practical and social skills, critical and analytical

thinking, values, ethics and professionalism. The levels of competency of these learning

outcomes are defined in the Malaysian Qualifications Framework (MQF),” (COPPA, 2008,

pp. 10).

The following programmes aims are given for each level of qualification from diploma to

doctoral level:

DIPLOMA (Malaysian Qualifications Framework, MQF Level 4)

The programme aims to provide graduates with the relevant skills and a broad-based

knowledge. It is a mid-level qualification comprising of theory and practical components

which enable them to function effectively and competently. It comprises vocational and

technical components to take on appropriate jobs.

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BACHELOR’S DEGREE (Malaysian Qualifications Framework, MQF Level 6)

The programme aims to provide graduates with indepth knowledge and skills. It is a higher

degree qualification comprising of theory and practical components which enable them to

take responsibility, make professional decision, adapt and contribute to management. It

prepares graduate for entry into postgraduate studies and research.

MASTER’S DEGREE (Malaysian Qualifications Framework, MQF Level 7)

The programme aims to provide graduates with the advanced knowledge and skills in

specialised areas to deal with the demands of the new developments in the field of medical

and health sciences.

It is an advanced level qualification comprising of theory and practical components which

enable them to carry out research and function effectively at managerial level.

DOCTORAL DEGREE (Malaysian Qualifications Framework, MQF Level 8)

The programme aims to provide graduates the ability to carry out scholarly research and

become experts in their fields. The programme encompasses the advancement of

knowledge and the conduct of independent research in their respective field which enable

them to function effectively and independently at higher level management.

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LEARNING OUTCOMES

Learning outcomes are statements described in explicit terms of learners’ achievement upon

completion of a period of study. These learning outcomes should cumulatively reflect the

eight domains of learning outcomes (MQF, 2007, Para 15, pp. 4) and are related to the

various levels of taxonomy accordingly, in line with national and global developments.

The eight domains of learning outcomes are:

i. knowledge;

ii. practical skills;

iii. social skills and responsibilities;

iv. values, attitudes and professionalism;

v. communication, leadership and team skills;

vi. problem solving and scientific skills;

vii. information management and lifelong learning skills; and

viii. managerial and entrepreneurial skills.

The following are the benchmark learning outcomes of the individual programme according

to the field of study:

DIPLOMA

MEDICAL LABORATORY TECHNOLOGY

Upon completion of the programme, graduates should be able to:

1. demonstrate fundamental knowledge in medical sciences;

2. perform medical laboratory procedures, validate and refer findings competently;

3. assist in advanced medical laboratory procedures;

4. perform quality control procedures competently;

5. identify technical errors, perform basic troubleshooting and related problem-solving

procedures;

6. assist in the management of the laboratory;

7. practise according to bio-safety and chemical safety requirements and regulations;

8. demonstrate sensitivities and responsibilities towards the community, culture, religion

and environment;

9. adhere to the legal, ethical principles and the professional code of conduct in medical

laboratory sciences;

10. communicate effectively in verbal and written forms with patients, their family

/caregiver, peers, healthcare professionals and the stakeholders at large;

Page 21 of 170

11. demonstrate leadership, interpersonal and social skills;

12. collaborate with other healthcare professionals;

13. formulate solutions based on critical and lateral thinking;

14. participate in research related to medical laboratory sciences and health sciences; and

15. demonstrate ICT, entrepreneurial and lifelong learning skills in their practice.

ENVIRONMENTAL HEALTH


1. apply the technical and scientific knowledge of environmental and occupational health

principles;

2. utilise and present information and findings coherently;

3. perform task and manage the operational unit in the environmental health field;

4. contribute to solving emerging and re-emerging environmental health issues;


and environment;

6. adhere to the legal and ethical principles, and the professional code of conduct in

environmental health;

7. communicate effectively in verbal and written forms with peers, healthcare

professionals, stakeholders and the community at large;


9. collaborate with other healthcare and other professionals;

10. demonstrate problem solving and reasoning skills;

11. participate in research related to environmental health and interdisciplinary areas; and

12. utilise information and communication technology (ICT), entrepreneurial and lifelong

learning skills in their practice.

HEALTH CARE MANAGEMENT


1. acquire the fundamental knowledge of healthcare management in relevant to health

care system and delivery services;

2. demonstrate and apply knowledge and skills in coordinating daily activities in relevant

to healthcare delivery services and management;

3. demonstrate responsibilities towards the community, culture and environment;

4. communicate effectively with patients, family/caregiver, peers, healthcare


5. assist effectively as an individual and in a group with leadership and managerial

capabilities;

Page 22 of 170

6. utilise information communication and technology (ICT) to document findings and data

appropriately;

7. use principles of lifelong learning in academic expansion; and

8. demonstrate management and entrepreneurial skills relevant to health care

management in career development.

MEDICAL IMAGING


1. demonstrate fundamental knowledge in imaging;

2. perform radiographic procedures competently;

3. demonstrate critical thinking and decision making related to medical imaging;

4. communicate effectively both in written and verbal at the professional and community

level;

5. demonstrate social, global and environmental responsibilities in order to practice inter

professional collaboration in healthcare industry;


imaging;

7. engage in life-long learning;and

8. apply basic managerial and entrepreneurial skills

OCCUPATIONAL SAFETY & HEALTH


1. describe, interpret and apply the knowledge and skills in occupational safety and

health;

2. identify and perform various roles and responsibilities of occupational safety and

health professionals in measuring safety and health of workplaces;

3. assess potential occupational safety and health problems at workplaces and the

community;

4. apply knowledge and skills to ensure occupational safety and health in workplaces and

the community;


and environment;

6. adhere to the legal, ethical principles and the professional code of conduct in

occupational safety and health;

7. communicate in verbal and written forms with workers, other safety and health


Page 23 of 170


9. collaborate with other skills professionals;

10. coordinate daily activities of occupational safety and health;

11. demonstrate basic problem solving skills; and

12. demonstrate ICT, entrepreneurial and lifelong learning skills in their practice

OCCUPATIONAL THERAPY


1. use foundational knowledge in occupational therapy;

2. use occupational therapy process to enabling occupation based on client's needs,

behaviour, religion and culture;

3. perform occupational therapy assessment and intervention technique and procedure;

4. demonstrate awareness of social responsibility and the need for sustainable

development in occupational therapy profession in tandem with MOH service needs;

5. demonstrate values, ethics and professionalism behaviour through role and

responsibilities as described by the Allied Health Division;

6. use effective communication and collaborative approaches for safe, ethical and

effective practice in meeting client’s need, colleagues and public;

7. demonstrate supervisory ability, interpersonal, and social skills;

8. practice problems solving principles and evidence-based practice in decision making

for safe, ethical and effective patient/client management in consultation with expert;

9. participate in research related activities in Occupational Therapy, utilising ICT and

effective information management;

10. demonstrate commitment to continuing competence and career development through

lifelong learning; and

11. participate in quality management and entrepreneurial skills in workplace and

everyday activities.

Page 24 of 170

PARAMEDICAL SCIENCE


1. demonstrate medical knowledge and clinical skills in providing paramedical care to the

clients competently;

2. demonstrate to utilize strategic, critical thinking and problem solving skills in a

professional manner to optimize patient care;

3. demonstrate to practice professionally within the ethical and legal boundaries of the

healthcare profession;

4. demonstrate effective communication skills to clients, peers, healthcare professionals

and the stakeholders at large;


6. work effectively with others as a team member in providing effective patient care ;

7. demonstrate ICT, entrepreneurial and lifelong learning skills in their practice; and

8. demonstrate to gather information for the contribution to the new knowledge through

research and development in health care practice

PHYSIOTHERAPY


1. acquire fundamental knowledge in physiotherapy;

2. perform assessment and treatment skills safely and effectively for various

physiotherapy related conditions;

3. demonstrate sensitivities, responsibility and accountability towards the community of

diverse cultural and religious differences;

4. demonstrate professionalism by complying with the legal, ethical principles and

professional code of conduct in physiotherapy;

5. demonstrate effective communication, good team working and leadership skills;

6. demonstrate problem solving skill and ability in clinical reasoning using scientific

skills;

7. engage in lifelong learning and information management system to enhance the

physiotherapy practice in health and wellness; and

8. develop basic administrative, managerial skills and entrepreneurship relevant to

health and wellness.

Page 25 of 170

RADIATION THERAPY


1. demonstrate fundamental knowledge in radiation therapy;

2. perform radiation therapy procedures competently;

3. perform basic quality assurance procedures;

4. adhere to radiation safety practices;

5. provide quality management of patient/client-centred care;

6. assist in the management of the radiotherapy department;


and environment;


radiation therapy;

9. communicate effectively in verbal and written forms with patients, their

family/caregiver, peers, healthcare professionals and the stakeholders;



12. demonstrate problem solving and clinical reasoning skills;

13. participate in research related to radiation therapy; and

14. demonstrate ICT, entrepreneurial and lifelong learning skills in their practice.

Page 26 of 170

BACHELOR DEGREE

BIOMEDICAL SCIENCE / MEDICAL LABORATORY TECHNOLOGY


1. apply fundamental and advanced knowledge in medical and health sciences;

2. perform and supervise medical laboratory procedures competently and validate

findings;

3. present information and findings coherently;

4. plan, manage and execute quality management system and Good Laboratory

Practices (GLP);

5. evaluate and implement new medical laboratory methodologies and instrumentations;

6. demonstrate the ability to seek, adapt and provide solutions to address challenges in

medical laboratory practices;

7. coordinate daily activities of medical laboratory practice;

8. adhere to biological, chemical and radiation safety requirements and regulations;


and environment;


laboratory;





14. utilise relevant techniques and identify problems and solutions based on critical and

lateral thinking;

15. conduct research related to medical laboratory under supervision;

16. utilise ICT and information management system to enhance their medical laboratory

practices;

17. apply skills and principles of lifelong learning in academic and career development;

and

18. apply broad business and real world perspectives in workplace and everyday

activities and demonstrate entrepreneurial skills.

Page 27 of 170

DIETETICS


1. describe, interpret and apply knowledge of food, nutrition, clinical and social

sciences in nutrition care process;

2. perform and evaluate the theories and methodologies of nutritional status assessment

for individual and community;

3. counsel patients in a caring, empathic and culturally-sensitive manner;

4. educate the health professionals and the community on healthy diet and lifestyle;

5. apply principles of evidence-based practices;

6. manage menu planning, procurement and food service activities in hospitals or health

care facilities;

7. coordinate daily activities of dietetics practice;


and environment;


dietetics;

10. implement sanitation and safety procedures in food service management systems;






lateral thinking;

15. conduct research related to dietetics under supervision;


17. utilise ICT and information management system to enhance their dietetics practice;


and

19. apply broad business and real world perspectives in workplace and everyday activities

and demonstrate entrepreneurial skills.

Page 28 of 170



apply knowledge and skills to assess and monitor the environment, workplace and human

health;

1. evaluate, prevent, control and manage environmental and occupational health

problems;

2. plan, implement and evaluate environmental and occupational health programme and

strategies;


and environment;

4. adhere to the legal and ethical principles and the professional code of conduct in

environmental health;

5. communicate effectively in verbal and written forms with peers, healthcare

professionals, stakeholders and advocacy of the community at large;

6. demonstrate professional, managerial, interpersonal and social skills;

7. demonstrate leadership and collaborating skills with healthcare and other professionals;

8. identify, analyse and interpret critically environmental health data and problems to

provide solutions based on evidence;

9. conduct research related to environmental and occupational health under supervision;

10. apply information and communication technology (ICT) and information management

system to enhance their environmental and occupational health practices;

11. apply skills and principles of lifelong learning in academic and career development; and



Page 29 of 170

HEALTH CARE MANAGEMENT


1. describe and apply fundamental knowledge and skills of healthcare management in

relevant to health care system and delivery services;

2. practice quality assurance and improvement skills in coordinating daily tasks in

relevant to healthcare delivery services and management;

3. demonstrate sensitivities and responsibilities towards the community, culture and

environment;

4. adhere to the legal, ethical principles and the professional code of conduct in health

care;

5. communicate effectively with patients, family /caregiver, peers, healthcare


6. demonstrate leadership, interpersonal, social skills and collaboration abilities with other

healthcare professionals;

7. utilise information communication and technologies (ICTs) to present information and

findings coherently to enhance health care management practices;


and

9. demonstrate effective management and entrepreneurial skills in relevant to the

healthcare management and delivery services.

MEDICAL IMAGING


1. apply fundamental knowledge in the field of medical imaging;

2. demonstrate competencies in the medical imaging;

3. demonstrate critical thinking and decision making related to medical imaging and

research;

4. communicate effectively both in written and verbal at the professional and community

level;

5. demonstrate social, global and environmental responsibilities in order to practice inter-

professional collaboration in healthcare industry;

6. perform responsibility/duties professionally, ethically and with humanity, in accordance

with the medical imaging field and the healthcare industry;

7. identify the need to engage in life-long learning and management of information in the

medical imaging and the healthcare industry;

Page 30 of 170

8. self motivated, with entrepreneurship and managerial capabilities for career

development; and

9. demonstrate effective leadership responsibility as an individual, and in a group.

NUTRITION


1. describe, interpret and apply knowledge of food, nutrition and health sciences

2. identify markers of nutritional status in planning, modifying, implementing and

evaluating nutritional surveillance at group, community and/or population levels

3. utilise relevant techniques and identify nutrition problems and solutions based on

critical and lateral thinking at individual, group, community and/or population levels as

well as educate health professionals and community on nutrition and healthy lifestyle.

4. plan, implement and evaluate nutrition promotion and intervention activities at

individual and community levels.


and environment based on professionalism, value, attitude and ethics.

6. demonstrate leadership skills and communicate effectively with peers, healthcare

professionals, community and the stakeholders at large

7. utilise ICT and information management system to enhance their nutrition practices

and services

8. apply skills and principles of lifelong learning in academic and career development and

expansion

9. demonstrate management and entrepreneurial skills in career development.



1. critically use foundational and advanced knowledge in occupational therapy;

2. critically use Occupational Therapy process to enabling occupation based on client's

needs, behaviour, religion and culture;

3. perform effective use of Occupational Therapy assessment and intervention technique

and procedure;

4. demonstrate awareness of social responsibility and the need for sustainable

development in occupational therapy profession in tandem with MOH service needs;

5. demonstrate values, ethics and professionalism behavior through role and

responsibilities as described by the Allied Health Division;

6. use effective communication and collaborative approaches for safe, ethical and effective

practice in meeting client’s need, colleagues and public;

Page 31 of 170

7. demonstrate managerial attributes, interpersonal, and social skills;

8. adhere to problems solving principles and evidence-based practice in decision making

for safe, ethical and effective patient/client management;

9. demonstrate ability in conducting research in occupational therapy, utilising ICT and

information management;

10. demonstrate commitment to continuing competence and career development; and

11. participate and lead quality management and entrepreneurial skills in workplace and

everyday activities.

OCCUPATIONAL SAFETY AND HEALTH


1. describe, interpret and apply knowledge and skills in occupational safety and health;

2. assess and analyse issues of occupational safety and health in workplaces and the

community;

3. interpret, analyse, synthesise and recommend preventive and corrective measures in


4. educate and train employees, employers and the community on occupational safety

and health;

5. apply evidence-based scientific principles in discussing ideas of improvement in



and environment;



8. communicate in verbal and written forms with workers, other safety and health



10. collaborate with other skills professionals;

11. identify and analyse critically occupational safety and health problems to provide

solutions based on evidence;

12. conduct research related to occupational safety and health under supervision;

13. utilise ICT and information management system to enhance their occupational safety

and health practices;

14. apply skills and principles of lifelong learning in career development; and

15. apply broad business and real world perspectives in workplace and demonstrate

entrepreneurial skills.

Page 32 of 170

PARAMEDICAL SCIENCE


1. demonstrate fundamental knowledge in paramedical sciences and has the

competence to increase/expand knowledge;

2. demonstrate the understanding and the competency in selecting and performing the

assessment and treatment techniques;

3. demonstrate the sense of responsibility and accountability with social skills in dealing

with the clients;

4. develop the professional attitude of a paramedic adhering to legal and ethical

principles;

5. demonstrate the ability in team working characterised by leadership and good

communication skills;

6. possess intellectual skills and is competent in reasoning, reflecting and forming a

judgement in clinical decision using scientific evidences;

7. demonstrate lifelong learning skill through systemic approach and information

management for career development; and

8. demonstrate effective managerial and entrepreneurial skills in the planning,

organisation of a facility and/or practice.

PHYSIOTHERAPY


1. apply fundamental knowledge in physiotherapy and has the competence to increase

and expand knowledge;

2. develop the competency in selecting and performing the assessment and treatment

techniques;

3. demonstrate the sense of responsibility and accountability with social skills in dealing

with the clients;

4. develop the professional attitude of a physiotherapist adhering to legal and ethical

principles;

5. demonstrate the ability in team working characterized by leadership and good

communication skills;

6. possess intellectual skills and is competent in reasoning, reflecting and forming a

judgement in clinical decision using scientific evidences;

Page 33 of 170

7. conduct research related to physiotherapy under supervision and demonstrate lifelong

learning skill through systemic approach and information management for career

development; and

8. demonstrate effective managerial and entrepreneurial skills in the planning and

organization of a facility and /or practice.

RADIATION THERAPY


1. demonstrate comprehensive knowledge in radiation therapy;

2. perform radiation therapy procedures competently;

3. perform patient assessment throughout the course of radiation therapy and provide

adequate care;

4. evaluate procedures and institute corrective actions, including implementation of quality

assurance programme;

5. demonstrate the ability to seek, adapt and provide solutions to address challenges in

radiation therapy practices;

6. coordinate daily activities of radiation therapy practices;


and environment;

8. comply to the legal, ethical principles and the professional code of conduct in radiation

therapy;

9. adhere to radiation safety requirements and regulations;

10. communicate effectively in verbal and written forms with patients, their family /

caregiver, peers, healthcare professionals and the stakeholders at large;




lateral thinking;

14. conduct research related to radiation therapy under supervision;


16. utilise ICT and information management system to enhance their radiation therapy

practice;


and



Page 34 of 170

MASTER’S DEGREE

Master’s Degree (Adapted from Standards: Masters and Doctoral)


1. demonstrate mastery of knowledge in the relevant field;

2. apply practical skills in the relevant field;

3. relate ideas to societal issues in the relevant field;

4. conduct research with minimal supervision and adhere to legal, ethical and professional

codes of practice;

5. demonstrate leadership qualities through communicating and working effectively with

peers and stakeholders;

6. generate solutions to problems using scientific and critical thinking skills; and

7. manage information for lifelong learning

PHYSIOTHERAPY

Upon completion of the programme, master graduates should be able to:

1. demonstrate mastery of knowledge in physiotherapy

2. apply and adapt physiotherapy skills leading to innovative idea in the relevant

specialties

3. relate ideas to societal issues and needs in the chosen field with sense of

responsibilities and accountabilities

4. develop the professional attitude of a physiotherapist adhering to legal and ethical

principles

5. demonstrate leadership qualities with effective communication and working effectively

with peers and stakeholders linking to international organizations

6. conduct research independently and generate solutions to problems using scientific and

critical thinking skills

7. manage information for lifelong learning for the advancement of clinical practice,

education and research in physiotherapy

8. demonstrate effective managerial and entrepreneurial skills to evaluate and implement

best practices

Page 35 of 170

DOCTORAL DEGREE

Doctoral Degree (Adapted from Standards: Masters and Doctoral)


1. synthesise knowledge and contribute to original research that broadens the frontier of

knowledge in the relevant field;

2. adapt practical skills leading to innovative ideas in the relevant field;

3. provide expert advice to society in the relevant field;

4. conduct research independently and adhere to legal, ethical and professional codes of

practice;

5. display leadership qualities through communicating and working effectively with peers

and stakeholders;

6. appraise problems in the relevant field critically using scientific skills; and

7. integrate information for lifelong learning.

PHYSIOTHERAPY


1. synthesize knowledge and contribute to original research that broadens the frontier of

knowledge in the relevant specialties;

2. apply and adapt practical skills leading to innovative ideas in the relevant specialties

3. provide expert advice to society in the relevant specialties

4. conduct research independently and adhere to legal, ethical and professional codes of

practice;

5. display leadership qualities through communicating and working effectively with peers

and stakeholders

6. appraise problems in the relevant specialty critically using scientific skills

7. integrate information for lifelong learning for the advancement of clinical practice,

education and research in physiotherapy

8. display managerial and entrepreneur skills to formulate, evaluate and implement

policies, regulations and guidelines for best practices

Page 36 of 170

CURRICULUM DESIGN AND DELIVERY

This section of the Programme Standards contains benchmark statements pertaining to the

structure and delivery of a programme within the field of medical and health sciences.

The curriculum structure is divided into 3 main components which are Compulsory Modules

(General and HEP modules), Core Module (fundamental, professional and industrial

training/clinical pla) and Optional Module. The proposed body of knowledge in the various

level of the discipline is stated in Appendix 2. The recommended modes of delivery are

included.

The proposed structures are only guidelines, HEPs are encouraged to develop the

programme to reflect current best practices, achieve higher standards and develop

specialisations.

Industrial training/ clinical placement / field work is crucial in the development of students’

maturity and experience. Hence, HEPs need to allocate the number of credits based on the

formula of 1 credit = 40 hours of training.

Reference for COPPA

“For the purposes of this code of practice for accreditation of programmes offered by higher

education providers, the term ‘curriculum design and delivery’ is used interchangeably with

the term ‘programme design and delivery’. “Programme” means an arrangement of courses

that are structured for a specified duration and learning volume to achieve the stated

learning outcomes and usually leading to an award of a qualification,” (COPPA, 2008, pp.

12).

DIPLOMA

Minimum Graduating Credits are given in the respective tables below and it ranges

between 90 and 105 with minimum 3 years programme.

Upon completion of the programme, graduates are recommended to spend minimum of

1000 hours (25 credits) for industrial / clinical placement, subject to the requirement of

their subfields.

Page 37 of 170

CURRICULUM STRUCTURE

1) MEDICAL LABORATORY TECHNOLOGY

Minimum Graduating Credit- 90

Component Credit Percentage

Compulsory Modules (General and HEP

modules)* 9 – 14 10 – 15

Co

re M

odu

les

1. Fundamental Modules include Basic

Sciences 18 – 23 20 – 25

2. Professional Modules 41 – 48 45 – 53

3. Industrial Training** 12 - 15 13 – 16

Optional Modules 4 – 8 4 – 9

2) ENVIRONMENTAL HEALTH

Minimum Graduating Credit - 90

Component Credits Percentage


modules)* 9 – 11 10 – 12

Co

re M

odu

les


Sciences 13 – 20 15 –23

2. Professional Modules 31 – 37 35 –42

3. Industrial Training** 25 – 28 28 –32


Page 38 of 170

3) HEALTH CARE MANAGEMENT

Minimum Graduating Credit – 90


Compulsory Modules (General and

HEP modules)* 9 – 14 10– 15

Co

re

Mo

du

les

1. Fundamental Modules include

Basic Sciences 14 – 25 15 – 28


3. Industrial Training** 6 – 11 7 – 12


4) MEDICAL IMAGING




modules)* 9 – 21 9 – 20

Co

re M

odu

les


Sciences 8 – 20 8 – 20

2. Professional Modules 35–40 35–40



Page 39 of 170

5) OCCUPATIONAL SAFETY AND HEALTH




modules)* 9 – 14 10 – 15

Co

re M

odu

les


Sciences 14 – 25 15 – 28




6) OCCUPATIONAL THERAPY




modules)* 9 – 13 8 –13

Co

re M

odu

les


Sciences

17 – 21 17 – 20




:

Page 40 of 170

7) PARAMEDICAL SCIENCE




modules)* 9 – 13 9 - 15

Co

re M

odu

les


Sciences and clinical sciences 9 – 13 10 – 15




8) PHYSIOTHERAPY




modules)** 10 – 15 10 – 14

Co

re M

odu

les

1. Fundamental Modules

include Basic Sciences

20 – 25

19 – 24


3. Industrial Training* 25 – 30 24 – 29


Page 41 of 170

9) RADIATION THERAPY




modules)* 9 - 14 9 – 14

Co

re M

odu

les


Sciences 11-14 11 – 15

2. Professional Modules 37 - 40 34 – 39

3. Industrial Training** 40 - 44 38 – 41

Optional Modules 0 - 4 0 – 3

Note:

* 9-11 credits as prescribed by the Malaysian Ministry of Education (MOE) (Refer to Buku

Panduan Mata Pelajaran Pengajian Umum Institut Pengajian Tinggi, MPU).

**Includes Clinical or Professional Placement or Supervised Professional Placement

Recommended delivery methods:

i. Lectures

ii. Tutorials

iii. Case study

iv. Problem-based learning

v. Self-directed learning

vi. Blended learning

vii. Field visits (e.g. business organisations, universities, non-governmental organisations,

government-related corporations etc.)

viii. Industrial experience training (accredited centres e.g. business organisations,

universities, non-governmental organisations, government-related

corporations etc.)

Training Instrument

i) Syllabus-Theory and Clinical

ii) Procedural Booklet (for classroom teaching-learning)

iii) Clinical Learning Package

Page 42 of 170

a. Guideline of Clinical Practice

b. Clinical Record Practice (To record clinical learning experience)

- Logbook (Checklist of task)

- Competency Booklet (Core Skill Practice)

- Assignment/Reflective Diary (Learning/Thinking Process)

Page 43 of 170

BACHELOR DEGREE

Minimum Graduating Credits are given in the respective tables below and it ranges

between 120 and 145 credits.

Upon completion of the programme, graduates are recommended to spend minimum

of 1000 hours (25 credits) for industrial / clinical placement, subject to the

requirement of their subfields.

CURRICULUM STRUCTURE

BIOMEDICAL SCIENCE



Compulsory Modules (General and HEP modules)* 12 – 20 8 – 15

Co

re M

odu

les


Sciences 20 – 34 10 – 16




MEDICAL LABORATORY TECHNOLOGY




modules)* 12 – 20 8 – 15

Co

re M

odu

les






Page 44 of 170

DIETETICS




Co

re M

odu

les


Sciences 16 – 25 12 –18

2. Professional Modules 65 – 70 48 –51

3. Industrial Training** 28 – 30 21 –22






modules)* 12 – 15 9 – 12

Co

re M

odu

les






Page 45 of 170

ENVIRONMENTAL, OCCUPATIONAL SAFETY AND HEALTH

Below are the recommended structure for combination of Environmental Health and

Occupational Safety and Health:




modules)* 12 – 19 9 – 15

Co

re M

odu

les






HEALTHCARE MANAGEMENT



Compulsory Modules (General and HEP modules)* 12– 19 9– 15

Co

re M

odu

les


Sciences 19 – 37 15 – 29



Optional Modules 9– 12 7– 9

Page 46 of 170

MEDICAL IMAGING




Co

re M

odu

les


Sciences 16 – 26 12 – 26




NUTRITION




modules)* 12 – 20 8 – 15

Co

re M

odu

les



2. Professional Modules 68 - 79 50 – 58



Note: The minimum number of credit hours required for the “ must have” courses is two-

thirds (67%) of the total credit hours.

Page 47 of 170

OCCUPATIONAL SAFETY AND HEALTH




modules)* 12 – 19 9 – 15

Co

re M

odu

les










modules)* 12 - 20 8 – 15

Co

re M

odu

les


Basic Sciences 18-26 13-19

2. Professional Modules 50-58 37-43

3. Industrial Training** 30-44 22-32

Optional Modules 6-10 4-7

Page 48 of 170

PARAMEDICAL SCIENCE




modules)*

12 – 15 9 - 15

Co

re M

odu

les


Basic Sciences

10 – 15 10 – 15




PHYSIOTHERAPY




modules)* 13 -16 10 – 12

Co

re M

odu

les




3. Industrial Training** 30 – 32

22 – 24

Optional Modules/ Elective Placement 2 – 4 1 - 3

Page 49 of 170

RADIATION THERAPY




modules)* 13 – 20 10 – 15

Co

re M

odu

les


Sciences 13 – 26 10 – 20




Note:

* 12-14 credits as prescribed by the Malaysian Ministry of Education (MOE) (Refer to Buku

Panduan Mata Pelajaran Pengajian Umum Institut Pengajian Tinggi, MPU).

**Includes Clinical or Professional Placement or Supervised Professional Placement.


i. Lectures

ii. Tutorials

iii. Case study

iv. Problem-based learning

v. Interactive learning

vi. self-directed learning

vii. blended learning

viii. Guest lecture series (prominent speakers from the industry and academic)

ix. Experiential learning

Training Instrument

i. Syllabus-Theory and Clinical

ii. Procedural Booklet (for classroom teaching-learning)

iii. Clinical Learning Package

a. Guideline of Clinical Practice

b. Clinical Record Practice (To record clinical learning experience)

- Logbook (Checklist of task)

Page 50 of 170

- Competency Booklet (Core Skill Practice)

- Assignment/Reflective Diary (Learning/Thinking Process)

MASTER’S DEGREE

MASTER’S DEGREE by RESEARCH

Component Credits Percentage (%)

Dissertation No given credit value 100

Note:

i. Students are required to undertake research in a related field of study and submit a

dissertation.

ii. The programme must include appropriate training in research methodology.

iii. The HEP must have a set of procedures and guidelines pertaining to:

a) Minimum and maximum periods of candidature.

b) Format of the dissertation.

(Refer to the Standards: Master’s and Doctoral Degree).

MASTER’S DEGREE by COURSEWORK

Minimum Graduating Credits - 40

Components Credits Percentage (%)

Core 8 - 16 20 - 40

Specialisation 14 - 18 25 - 45

Electives 4 - 6 10 - 15

Research Projects 6 - 14 15 - 35

Total 40 100

Note:Coursework components must include research methodology.(Refer to the Standards:

Master’s and Doctoral Degree).

Page 51 of 170

For physiotherapy Master degree by coursework programme:

MASTER’S DEGREE by COURSEWORK

Minimum Graduating Credits – 40


Core 5 -11 13 – 28

specialization 14 - 16 35 - 40

Electives / practicum 8 - 9 20 – 23

Research Projects 6 - 11 15 – 28

Total 40 100

Note:Coursework components must include research methodology.(Refer to the Standards:

Master’s and Doctoral Degree).

MASTER’S DEGREE by MIXED MODE



Core 12 – 20 30 – 50

Electives 0 – 4 0 – 10

Dissertation* 20 – 28 50 – 70

Total 40 100

i. Coursework components must include research methodology.

ii. Ratio of coursework to dissertation is within the range of 50:50 or 40:60 or 30:70.



i. Lectures

ii. Industrial visits

iii. Case study

iv. Supervision of dissertation

v. Problem-based learning

vi. Guest lecture series (prominent speakers from the industry and academic institutions)

vii. Interactive learning

viii. Research seminars/workshops

Page 52 of 170

DOCTORAL DEGREE

DOCTORAL DEGREE by RESEARCH

Component Credits Percentage (%)

Dissertation No given credit value 100

DOCTORAL DEGREE by COURSEWORK



Core 8 – 16 20 – 40

Specialisation 14 – 18 25 – 45

Electives 4 – 6 10 – 15

Research Projects 6 – 14 15 – 35

Total 40 100

DOCTORAL DEGREE by MIXED MODE



Core 24 – 40 30 – 50

Thesis* 40 – 56 50 – 70

Total 80 100

Note:

i. Coursework components must include research methodology.

ii. Ratio of coursework to research is within the range of 50:50 or 40:60 or 30:70.



i. Lectures

ii. Supervision of theses

iii. Problem-based learning

i. Guest lecture series (prominent speakers from the industry and academic institutions)

iv. Research seminars/workshops/conference

v. Interactive learning/publication

Page 53 of 170

ASSESSMENT OF STUDENT LEARNING

Assessment is important to drive student learning and to measure the achievement of

learning outcomes. Although there are many assessment methods, specific method of

assessment will depend on the requirement of each module.

The following guidelines should be used for assessment:

both summative and formative assessments;

knowledge and understanding (the cognitive domain) tested through written, oral or any

suitable means

practical skills tested by practical examinations;

practical examination is compulsory (A pass implies that the examiner is satisfied with

the candidates competency to practise safely, meeting the expectations of the

professions);

The following types of assessments are merely examples. HEPs are encouraged to use a

variety of methods and tools appropriate for the learning outcomes and competencies.

For undergraduate and postgraduate by coursework programmes, shall be evaluated

where appropriate through:

Examination - Final examination, test, viva voce, closed/open book.

Coursework - Assignments, quiz, laboratory report

Project - Individual / Group, final year project, dissertation

Others - Class participation, group activities, seminar/colloquium and presentation

For Master‘s and PhD by Research only:

i. Continuous assessment must include:

a) Monitoring of research progress periodically (for example, through a progress report, a

proposal defence). This will assess the candidate‘s knowledge, critical thinking,

practical, technical, professional, scientific and problem solving skills.

b) Research presentation / colloquium / seminar / workshop. This will enhance the

candidate‘s communication skills, teamwork, leadership, organisational skills, lifelong

learning and professionalism.

ii. Summative assessment is used to assess all learning outcomes of a master‘s programme,

and must include:

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a) completion of prescribed courses;

b) dissertation;

c) peer-reviewed journal; and

d) viva voce. (if required by HEPs).

iii. Summative assessment is used to assess all learning outcomes of a doctoral programme,

and must include:

a) completion of prescribed courses;

b) thesis;

c) in peer-reviewed journal and

d) viva voce.

The following are the assessment descriptions of different qualification levels:

QUALIFICATIONS

MODULES (candidates required

to fulfil both assessment criteria) SUGGESTED METHODS

OF ASSESSMENT CONTINUOUS

ASSESSMENT

(%)

FINAL

ASSESSMENT*

(%)

DIPLOMA

Minimum passing

CGPA is 2.00.

30-60% 40-70% (all core

courses require

final

examination)

Theory – Objectives Questions:

Multiple Choice Questions

(MCQ),

Short Essay Questions (SEQ),

Mixed Essay Questions (MEQ)

Project report/s

Skills – Practical examination,

case study presentations,

Objective Structured Clinical

Examination (OSCE)

Objective Structured Practical

Examination (OSPE)

Final clinical examination (where

relevant) – examined by 2

suitably qualified examiners with

one external examiner

BACHELOR’S

DEGREE

Minimum passing

CGPA is 2.00

30-60% 40-70% Theory – Objectives Questions

Multiple Choice Questions

(MCQ),

Short Essay Questions (SEQ),

Mixed Essay Questions (MEQ)

Skill – Practical examination,

case study presentations,

Page 55 of 170

Objective Structured Clinical

Examination (OSCE)

Objective Structured Practical

Examination (OSPE)

Final clinical examination

(where relevant) – examined by

2 suitably qualified examiners

with one external examiner

Final Year Project with

dissertation – not more than

20,000 words and examined by

2 examiners

MASTER’S

DEGREE BY

RESEARCH

Thesis of 40,000-50,000 words

MASTER’S

DEGREE

BY

COURSEWORK

Minimum passing

CGPA is 3.00

Projects/dissertation of 20,000–

30,000 words

MASTER’S

DEGREE BY

MIXED MODE

Minimum passing

CGPA is 3.00

Projects/dissertation of 30,000–

40,000 words

DOCTORAL

DEGREE BY

RESEARCH

Thesis of 60,000 – 80,000

words and viva voce

One article accepted for

publication in peer-reviewed

journal

DOCTORAL

DEGREE BY

COURSEWORK

Projects/dissertation of 40,000 –

50,000

DOCTORAL

DEGREE BY

MIXED MODE

Minimum passing

CGPA is 3.00

Dissertation of 50,000 – 60,000

words and viva voce

Page 56 of 170

For paramedical science, the above standard must be complied with the requirement

below:

QUALIFICATIONS

MODULES (candidates required to pass both)

CONTINUOUS

ASSESSMENT (%)

FINAL ASSESSMENT*

(%)

DIPLOMA

Minimum passing CGPA is 2.00.

30-60%

40-70% (all core courses

require final examination)

BACHELOR’S DEGREE

Minimum passing CGPA is 2.00

30-60% 40-70%

Diploma/Bachelor Clinical

Paramedical Course

1. 30-40% (non clinical

placement module)

2. 60-70% (clinical

placement module)

1. 60-70% (non clinical

placement module)

2. 30-40% (clinical

placement module)

Industrial Training

Responsible Practicum assessment Percentage (%)

Student Attendance (by hours)

Log book/ work records

Self-reflective diary/journal / personal

files

Personality assessment

20 - 30

Field supervisor / Local

preceptor

Qualitative

Rubric

Practical competency assessment

30 - 40

Academic supervisor /

Clinical instructor /

visiting lecturer

Report and presentation

Practical competency assessment

End of posting assessment*

40 – 50

* Student must pass end of posting assessment

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Training assessment tools:

Attendance (by hours)

Log book

Supervisor / Preceptor / Instructor Reports (over a period of time)

o Summative

o Qualitative

o Quantitative

o Formative

o Rubric

Case study write-up/report and presentation

Clinical/Practical competency assessment

Self-reflective diary/journal

Professionalism

Method:

Observation

Practicum

Examination

Report and presentation

Compositions of dissertation/thesis examiners as prescribed in the MQA Standards:

Master’s and Doctoral Degree are as follows:

a. Master’s Degree by Mixed Mode

The dissertation is to be examined by at least two examiners.

b. Master’s Degree by Research

The dissertation is to be examined by at least two examiners, one of whom is an

external examiner.

c. Doctoral Degree by Coursework

The thesis is to be examined by at least two examiners, one of whom is an external

examiner.

d. Doctoral Degree by Mixed Mode

The thesis is to be examined by at least two examiners, one of whom is an external

examiner.

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e. Doctoral Degree by Research

The thesis is to be examined by at least three examiners, two of whom are external

examiners.

HEPs should have a clear policy on the appointment of external examiners.

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STUDENT SELECTION

This section of the Programme Standards concerns the recruitment and selection of

students into the individual programme of study.

The selection policy must be in compliance with Ministry of Higher Education minimum

benchmark standards. The following are the criteria for different level of qualifications:

Ref:

“In general, admission policies of the programme need to comply with the prevailing policies

of the Malaysian Ministry of Education (MOE). There are varying views on the best method

of student selection. Whatever the method used, the higher education provider (HEP) must

be able to defend its consistency. The number of students to be admitted to the programme

is determined by the capacity of the HEP and the number of qualified applicants. HEP

admission and retention policies must not be compromised for the sole purpose of

maintaining a desired enrolment. If an HEP operates geographically separated campuses or

if the programme is a collaborative one, the selection and assignment of all students must be

consistent with national policies,” (COPPA, pp. 17).

DIPLOMA1

For all subfield except Occupational Safety and Health and Health Care Management

i) SPM or equivalent with PASS in Bahasa Malaysia and English and 5 credits in the

following subjects:

Mathematics;

ONE science subject (Biology/Physics/Chemistry/General Science/Applied Science);

and

Any other THREE subjects (including Bahasa Malaysia and/or English).

OR

ii) GCE/O Level or equivalent with PASS in Bahasa Malaysia or English and 5 Grade C in

the following subjects:

Mathematics;

ONE science subject (Biology/Physics/Chemistry/General Science/Applied Science);

and

1 Amendments as in MQA Circular Letter No. 1/2018 with reference no. MQA.100-1/7/2 (3) dated January 26

th,

2018.

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Any other THREE subjects (including Bahasa Malaysia and/or English).

OR

iii) Certificate related to Health Sciences with minimum CGPA 2.75

For Occupational Safety and Health and Health Care Management2

i) SPM or equivalent with PASS in Bahasa Malaysia and English and 3 credits in the

following subjects:

Mathematics or ONE science subject (Biology/Physics/Chemistry/General science);

and

Any other TWO subjects (including Bahasa Malaysia and/or English).

OR

ii) GCE/O Level or equivalent with PASS in Bahasa Malaysia and English and 3 credits

(Grade C) in the following subjects:

Mathematics or ONE science subject (Biology/Physics/Chemistry/General science);

and

Any other TWO subjects (including Bahasa Malaysia and/or English).

OR

iii) Certificate related to Health Sciences with minimum CGPA 2.50

BACHELOR DEGREE

i) Obtained MUET Band 3 or IELTS (5.5)/TOEFL (550)

AND

a) PASS Matriculation/Pre-University/STPM programme or equivalent qualification with

minimum GPA 2.33 in TWO of the following subjects:

• Biology

• Physics/Mathematics

• Chemistry

OR

b) A-Level programme or equivalent qualification with minimum Grade D in TWO of the

following subjects:

2 Amendments as in MQA Circular Letter No. 1/2018 with reference no. MQA.100-1/7/2 (3) dated January 26

th,

2018.

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• Biology

• Physics/Mathematics

• Chemistry

OR

c) Recognised Diploma with minimum CGPA of 2.75 in related field;

OR

d) Recognised Diploma with CGPA less than 2.75 in related field and a minimum of 3

years (36 months) working experience in the related field.

English proficiency for foreign student

Candidate should obtain IELTS (5.5)/TOEFL (550) paper-based or equivalent.

MASTER DEGREE

Master Degree by Research

i) A bachelor degree or equivalent with minimum CGPA of 2.75 in related field, as

accepted by the HEP Senate; or

ii) A bachelor degree or equivalent with CGPA between 2.50 and 2.75, can be accepted

subject to rigorous internal assessment; or

iii) A bachelor degree or equivalent in related field with CGPA of less than 2.50 and a

minimum of 5 years working experience in the related field

Master Degree by Coursework



ii) A bachelor degree or equivalent in related field with CGPA of less than 2.50 and a


Master Degree by Mixed Mode



ii) A bachelor degree or equivalent with CGPA of between 2.50 and 2.75, can be accepted

subject to rigorous internal assessment; or

iii) A bachelor degree or equivalent with CGPA of less than 2.50 in related field and a


Page 62 of 170

Page 63 of 170

DOCTORAL DEGREE

Doctoral Degree by Research

i) A master’s degree accepted by the HEP Senate; or

ii) Other qualifications equivalent to a master’s degree that are accepted by the HEP

Senate.

Note:

i. No direct entry from bachelors degree level to doctoral degree level.

ii. Candidates with bachelors degree who are registered for master’s degree

programmes may apply to convert their candidacy to the doctoral degree

programmes within ONE (1) year after master’s degree registration, subject to:

a) having shown competency and capability in conducting research at doctoral

degree level

b) rigorous internal evaluation by the HEP

c) approval by the HEP Senate.

PhD by Published Work

The applicant must have publications that contribute to the scholarship of knowledge in the

field and are acknowledged by academic peers. A formal application must be submitted to

the Office of the Registrar and must include:

i. minimum of 5 publications in alignment with the theme of the specialization;

ii. an executive summary of the above publications to demonstrate the applicant’s

contribution to knowledge in the field; and

iii. a list of scholarly published work.

A Selection Committee must be established to review the formal application of the PhD by

published work, and recommend to the Senate the admission to candidature.

Doctoral Degree by Coursework and Mixed Mode

i) A master’s degree accepted by the HEP Senate; or

ii) Other qualifications equivalent to a master’s degree that are accepted by the HEP

Senate.

Page 64 of 170

ACADEMIC STAFF

The quality of the academic staff determine of quality of teaching and learning. It is important

to select and recruit qualified academic staff.

All academic staff are required to undergo continuous professional development, including

pedagogical training, for a minimum of 7 days in a year. Academic staff are encouraged to

participate in research, consultancy and community activities.

The following are the criteria for the academic staff according to the level of qualifications:

Work and its equitable distribution is one of the ways the HEP recognises meritorious

contribution for the purpose of promotion, salary determination or other incentives. It is

crucial for the HEP to provide training for its academic staff. The equitable distribution of

work helps ensure that such training can be done systematically and fairly,” (COPPA, 2008,

pp. 21).

NOTE: Glossary

Clinical Instructor is appointed by HEP

Local Preceptor is appointed by faculty from the relevant institution for attachment

DIPLOMA

Academic staff qualification

1. Minimum qualification of academic staff:

Bachelor’s Degree in related field with 3 years working experience or equivalent in

related field ;

OR

Diploma in related field with minimum of 8 years working experience or equivalent in

related field.

Minimum academic staff qualification for Paramedical Science:

1.1. Basic Medical Science Lecturer


related field.

Page 65 of 170

1.2. Professional Subject Lecturer


related field and still active in clinical practice; OR

Diploma in related field with minimum of 8 years working experience or equivalent

in related field and still active in clinical practice.

Minimum qualification of:

Local Preceptors:

Diploma in related field with at least 5 years working experience or equivalent in

related field.

Bachelor degree in related field with at least 3 years working experience or

equivalent in related field.

Clinical instructor:

Diploma in related field with at least 5 years working experience or equivalent in

related field

Bachelor degree in related field with at least 3 years working experience or

equivalent in related field.

Academic staff ratio

1. The ratio between full time and part time teaching faculty is 4:1.

2. At least one of the permanent faculty members is qualified in the respective field.

3. For paramedical science, there must be a minimum one (1) practising Emergency

Medicine Specialist registered with National Specialist Register in Malaysia as an

academic staff.

4. Minimum number of academic staff for each programme – 6*

Staff-student ratio

1. Academic staff-student ratio is 1:20.

2. Clinical training with suitably qualified local preceptor and clinical instructor:

Local Preceptors -student ratio is 1:8

Clinical/field instructor in service-student ratio is 1:6

Page 66 of 170

BACHELOR DEGREE



Master Degree in related field with at least 1 year working experience or equivalent in

related field; OR

Bachelor Degree in related field with 5 years working experience or equivalent in

related fields (in situation where there is a lack of master degree holders).

2. Minimum qualification of:

Local Preceptors:

Bachelor degree with 3 years professional experience or equivalent; OR

Diploma with 5 years professional experience or equivalent in related field. (in

situation where there is a lack of bachelor degree holders)

Clinical Instructor:

Bachelor degree with 3 years professional experience or equivalent

Diploma with 8-10 years professional experience or equivalent in related field. (in

situation where there is a lack of bachelor degree holders)

Additional qualification for paramedical science: Diploma with post basic in related

field and 5 years experience in related field



2. At least one of the permanent faculty members is qualified in the respective field.

3. Minimum number of academic staff for each programme – 10*

Staff-student ratio

3. Academic staff-student ratio is 1:20.

4. Clinical training with suitably qualified local preceptor and clinical instructor:

Local Preceptor -student ratio is 1:8

Clinical/field instructor in service-student ratio is 1:6

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MASTER DEGREE



Doctoral Degree

Master’s Degree with at least 5 years experience:

a) in teaching and research; or

b) as a co-supervisor.

Master degree by research must be supervised by holder of master degree by

research

The additional criteria are subjected to the approval of the HEP Senate



2. Minimum number of academic staff for coursework/mixed mode programme: 5*

Staff-student ratio

1. Maximum academic staff-student ratio (coursework/mixed mode) is 1:10.

2. Maximum academic staff-student ratio (research) is 1:5

DOCTORAL DEGREE



Doctoral Degree with 3 years working experience including supervision at Master

Degree level.



2. Minimum number of academic staff for coursework/mixed mode programme:10*

Staff-student ratio

1. Maximum academic staff-student ratio is 1:4.

Note:

*Refer to Surat Makluman MQA Bil. 7/2014 – Garis Panduan Beban Staf Akademik.

Page 68 of 170

EDUCATIONAL RESOURCES

Sufficient educational resources are required to support the teaching learning of a

programme. Resources such as finance, expertise, physical infrastructure, information and

communication technology, and research facilities must be made available to the students

according to the specific field of study.

Other faciliites which support effective teaching and learning include dormitories, transport,

security, recreation and counselling should be available.

(COPPA, 2008, pp. 23-24).

The following are the generic educational resources. Resources specific to the field and/or

level of qualification are provided in Appendix 3.

1. Physical

a. Lecture hall and seminar/tutorial rooms

b. Basic sciences laboratories e.g. anatomy laboratories and physics laboratories.

c. Computer laboratories

d. Library/resource centre

e. Skill/simulation laboratories.

2. Clinical training / field work / industrial training

hospitals

healthcare facilities

industries

health and fitness centre

3. Relevant online educational database and e-learning facilities

Page 69 of 170

LEADERSHIP, GOVERNANCE AND ADMINISTRATION

The success of managing a programme depends on good academic leadership. The leader

of the programme should demonstrate knowledge, leadership skills and good ethical values.

This document will not raise issues pertaining to the governance and administration, as

these are the responsibility of the institution but it focuses on qualified individual to carry out

the necessary curriculum monitoring and review of medical and health sciences

development. The leaders of the programme should meet the requirement based on the

level of qualifcations. The following are the criteria of the programme leadership (e.g.,

Coordinator, Head of Department or Head of Programme) qualification:

“There are many ways of administering an educational institution and the methods of

management differ between HEPs. Nevertheless, governance that reflects the leadership of

an academic organisation must emphasise excellence and scholarship. At the departmental

level, it is crucial that the leadership provides clear guidelines and direction, builds

relationships amongst the different constituents based on collegiality and transparency,

manages finances and other resources with accountability, forge partnership with significant

stakeholders in educational delivery, research and consultancy and dedicates itself to

academic and scholarly endeavours. Whilst formalised arrangements can protect these

relationships, they are best developed by a culture of reciprocity, mutuality and open

communication,” (COPPA, 2008, pp. 28).

DIPLOMA

1. Master degree in related professional field;

OR

2. Bachelor degree in related professional field with 5 year teaching experience; AND 5

years related professional practice experience.

BACHELOR DEGREE

Master degree in related professional field; AND 5 years teaching experience; OR 3 years

related professional practice experience;

Page 70 of 170

MASTER DEGREE

1. Doctoral in related professional field; AND 3 years teaching experience; OR 3 years

related professional practice experience; OR

2. Master degree in related professional field; AND 10 years teaching and research

experience; OR 5 years related professional practice experience.

DOCTORAL DEGREE

Doctoral in related professional field; AND 5 years teaching and research experience; OR 5

years related professional practice experience.

Page 71 of 170

PROGRAMME MONITORING AND REVIEW

Quality enhancement calls for programmes to be regularly monitored, reviewed and

evaluated. This includes the monitoring, reviewing and evaluating of institutional structures

and processes (administrative structure, leadership and governance, planning and review

mechanisms), curriculum components (syllabi, teaching methodologies, learning outcomes)

as well as student progress, employability and performance.

Feedback from multiple sources – stakeholders, students, alumni, academic staff,

employers, professional bodies, parents – assist in enhancing the quality of the programme.

Feedback can also be obtained from an analysis of student performance and from

longitudinal studies.

Measures of student performance would include the average study duration, assessment

scores, passing rate at examinations, success and dropout rates, students’ and alumni’s

report about their learning experience, as well as time spent by students in areas of special

interest. Evaluation of student performance in examinations can reveal very useful

information. If student selection has been correctly done, a high failure rate in a programme,

indicates something amiss in the curriculum content, teaching-learning activities or

assessment system. The programme committees need to monitor the performance rate in

each course and investigate if the rate is too high or too low.

Student and industry feedback, for example, through questionnaires and representation in

programme committees, is useful for identifying specific problems and for continual

improvement of the programme.

One of the various methods that can be employed to evaluate programme effectiveness is

the longitudinal study of the graduates. The department should have mechanisms for

monitoring the performance of its graduates and for obtaining the perceptions of society and

employers on the strengths and weaknesses of the graduates and to respond appropriately.

(COPPA, 2008 pp. 27).

Page 72 of 170

CONTINUAL QUALITY IMPROVEMENT

The HEPs are expected to provide evidence of ability to keep pace with changes in the field

and requirements of stakeholders. These may be demonstrated by, but not limited to:

1. curriculum review, conducted at least once every 3 - 5 years;

2. appointment of external reviewer/examiner for quality assessment processes;

3. linkages with industry;

4. continuous review of industrial/clinical attachment/ posting practices and records;

5. dialogue sessions with stakeholders at least once every 2 years;

6. active participation of academic staff at relevant conferences, seminars, workshops and

short courses;

7. presentations by invited speakers, local or international; and

8. organisation of conferences, seminars and workshops.

“Increasingly, society demands greater accountability from the higher education providers

(HEPs). Needs are constantly changing because of the advancements in science and

technology, and the explosive growth in global knowledge, which are rapidly and widely

disseminated. In facing these challenges, HEPs have little choice but to become dynamic

learning organisations that need to continually and systematically review and monitor the

various issues so as to meet the demands of the constantly changing environment,”

(COPPA, 2008, pp. 30-31).

Page 73 of 170

APPENDIX 1: PANEL MEMBERS

No. Name Organisation

1. Prof. Dato Sri Dr Abu Hassan

Asaari Abdullah -CHAIRMAN-

Hospital Kuala Lumpur

2. Prof. Norimah A. Karim Nutrition Society of Malaysia

3. Prof. Fatimah binti Arshad International Medical University

4. Prof. Jamal Hisham Hashim United Nations University-

International Institute for Global

Health UKM Medical Centre

5. Prof. Dr. M. K. Vidyadaran a/l

M.P.K. Menon

University Tunku Abdul Rahman

(UTAR)

6. Prof. Madya Dr. Zafir Khan

Mohamed Makhbul

Alternate member:

Dr. Siti Noorsuriani Ma’on

Universiti Kebangsaan Malaysia

Universiti Teknologi Mara (UiTM)

7. Prof. Madya Chan Sook Chin MAHSA University

8. Dr. Ahmad Fitri bin Abdullah

Hair

Department of Occupational

Safety and Health (DOSH)

9. Dr. Mohd Hanafi Ali Universiti Teknologi MARA

10. Puan Roslina Ibrahim Kementerian Kesihatan Malaysia

11. Encik Zulkifli Abdul Ghani Kolej Sains Kesihatan Bersekutu

Page 74 of 170

APPENDIX 2: BODY OF KNOWLEDGE

DIPLOMA

The proposed body of knowledge within the programme structure is a GUIDE in the delivery

of medical and health sciences programmes. Teaching in the classroom is theory based

whilst practical teaching includes lab-based teaching, demonstrations, site visits/field trips,

and simulated clinical/practical training, which exclude clinical placement, industrial

attachments and professional development training.

1. Diploma In Medical Laboratory Technology

Component Body of knowledge

Fundamental

Modules include

Basic Sciences

Introduction to Human Anatomy &

Physiology

Introduction to Biochemistry

Biostatistics and Epidemiology

Laboratory Sciences & Instrumentation

Introduction to Health Informatics

Professional

Modules

Clinical Biochemistry

Clinical Microbiology

Hematology

Immunology

Pathology

Parasitology

Transfusion Science & Blood Banking

Histopathology

Cytopathology

Genetics & Molecular Biology

Research Methodology

Industrial Training Practicum / Clinical Attachment

Page 75 of 170

2. Diploma in Environmental Health

Component Body of Knowledge

Fundamental

Modules include

Basic Sciences

Introduction to Human Anatomy and Physiology

Chemistry

Mathematics

Microbiology and Parasitology

Physics

Professional

Modules

Introduction to Environmental Health

Introduction to Soil and Hydrogeology

Sewage and Wastewater Disposal

Water Supply and Quality

Food Technology

Organisational Management

Food Hygiene and Safety

Introduction to Health Risk Assessment

Introduction to Environmental and Industrial Toxicology

Vector and Pest Control

Epidemiology and Biostatistics

Introduction to Solid and Hazardous Management

Environmental and Occupational Health Legislation

Disease Control

Land use and Housing

Health Promotion and Ethics

Introduction to Research Methodology


Pool and Recreational Water

Enforcement and Legal Procedures

Built Environment and Technology

Partial Data and Disease Mapping

International Health

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Industrial

training

(25 weeks -

practicum log

book is

compulsory)

Modules Description

International Health

and Entry Points

(airport, sea port and

border) – 1 week

i. Inspection of ships/aircraft

ii. Manifest inspection

iii. Inspection of health

documentation

iv. Water and food sampling

v. Fumigation

vi. Screening of international

travellers

vii. Pest and vector control

activities (rodent and Aedes

free perimeters)

Environmental health

practical training with

MOH – minimum 6

weeks

i. Food sampling and premise

inspection

ii. Pest and vector control

activities

iii. Water sampling and

monitoring activities (public

and private)

iv. Disease control activities

v. Occupational health and

safety activities

vi. Health risk assessment of

water supply

vii. Disease outbreak and

disaster management

viii. Health promotion activities

ix. Legal procedure

Investigation procedures

Court procedures

Investigation files

Prosecution procedures

Page 77 of 170


Environmental health

experience in local

government

authorities –

minimum 6 weeks

i. Solid waste and waste water

management

ii. Inspection of public facilities

(hotel, market, theatre,

amusement park etc.)

iii. Nuisance investigation and

abatement.

iv. Food premise inspection

(industry, food court, eating

house, stall, etc

v. Legal procedures and

related law.

vi. Health promotion activities

Industrial training in

the private sector with

relevant industries -

minimum 4 weeks

i. Introduction to the

organisation

ii. Occupational safety and

health management

iii. Industrial hygiene practices

iv. Emergency and response

v. Food safety and quality

vi. Pest and vector control

activities

vii. Waste management and

water quality

viii. Air and water pollution

control

Page 78 of 170

3. Diploma Healthcare Management


Fundamental

Modules include

Basic Sciences

Introduction to Human Anatomy and Physiology

Introduction to Health Care And Disease Prevention

Introduction to Psychology

Terminology in Health Care Management

Professional

Modules

Introduction to Accounting

Principles of Management and Its Application in Health Care Services

Management

Introduction to Organisational Behaviour

Principles of Health Care System, Service and Management

Introduction Medico legal and Bio Ethics

Principles of Health Finance and Economy

Health Care Programme Planning and Evaluation

Organisational Development and Transformation

Emergency and Disaster Management

Introduction to Health Education and Promotion

Health Care System – Rural/Urban, Private / Public

Health Safety and Risk Management - should be a basic at this level.

Human Resource, and its Application in Hospital & Health Care

Management

Leadership and Conflict Resolution in Health Care Institutions

Assist in Planning, Designing and Management of Clinical Services

Departments – Wards Units, OPDs, ICU, A & E, OT*

Supportive Services – Laboratory, CSSD, Dietary, Linen &Laundry,

Utility – Sanitation & Hospital Waste Disposal *

Quality Management & Hospital Accreditation System

National Health Policy

Communication Skills

Socio-Cultural Aspect of Health and Health Care

Epidemiology

Biostatistics

Health Informatics and Health Information Management (Record

Management, Medical Coding)

Page 79 of 170

Industrial Training***

Industrial

Training

A health management professional is an individual who provides

administrative/management support for the delivery of healthcare

services. Therefore, the students will not involve directly in clinical

aspects and do not have direct contact with the patients. The main

employers are hospitals, nursing care and residential care facilities and

doctors' offices. Industrial training supervision does not require specific

preceptors.

* exposure to the real practices such as industrial visits

Page 80 of 170

4. Diploma in Medical Imaging


Fundamental

Modules include

Basic Sciences

Human Anatomy and Physiology

General Physics

Radiation Physics

General Pathology

Systemic Pathology

Basic Human Psychology (Behavioral Science)

Professional

Modules

Patient Care in Radiography

Radiographic Instrumentation

General Radiographic Technique

Advanced Radiographic Technique

Conventional and digital Image Processing

Radiographic Anatomy

Radiographic Image Evaluation

Radiographic Pathology

Sectional Anatomy

Introduction to Other Imaging Modalities ( MRI, US, RNI)

Computed Tomography (Physics, Instrumentation &

Technique)

Professionalism and Ethics in Radiography / medical Imaging

Radiobiology and Radiation Safety

Introduction to Healthcare Management

Introduction to Quality Assurance in Radiography

Basic Pharmacology

Industrial Training

Modules Description

Clinical I Chest and upper airways

Abdomen

Shoulder girdle

Pelvic girdle

Upper and lower extremities

Bony thorax

Vertebral column radiography

Page 81 of 170


Clinical II Skull

Facial bones

Urinary system

Digestive system

Biliary system

Paediatric radiography

Geriatric radiography

Mobile radiography

Forensic radiography

The use of contrast media for

radiographic procedures

OSPE will be conducted at the end of the

clinical block

Clinical III Mammography

Hysterosalpingography

Arteriography

Dental radiography

Revision Topics:

o general X-ray department

o operating theatres,

o ward trauma/accident

Clinical IV Advanced radiographic experiences in:

Operating theatres

Ward

Trauma/accident

Emergency radiography

Specialized procedures

Computed Tomography unit

OSPE will be conducted at the end of the

clinical block.

Page 82 of 170

5. Diploma in Occupational Safety and Health


Fundamental

Modules include

Basic Sciences


Chemistry

Basic psychology

Microbiology

Physics

Professional

Modules

Principles in Occupational Safety and Health

Occupational Safety and Health Laws

OSH Management System

OSH Risk Management

Emergency Response and Planning

Hazardous Substances

OSH Communication

Fire Safety

Machinery Safety

Principles of Toxicology

Introduction to Occupational Epidemiology

Principles of Ergonomics

Industrial Hygiene

OSH Services

Occupational Diseases

Behavioural Based Safety

OSH Promotion

Personal Protective Equipment

Rehabilitation and Fitness -to-Work

Organizational Leadership

OSH Audit

OSH Surveillance and Monitoring

Accident Investigation

Industrial

Training(practicum

log book is

compulsory)

Legal requirement

OSH management system

Conduct HIRARC (Hazard Indentification, Risk Assessment

and Risk Control)

A case study and report

Page 83 of 170

5. Diploma In Occupational Therapy


Fundamental

Modules include

Basic Sciences

Behavioral science

Anatomy

Physiology

Neuroscience

Biomechanics / kinesiology

Medical

Orthopaedic and Surgical

Neurology

Mental health

Geriatric

Ergonomic

Basic Patient Care

Professional

Modules

Foundation in Occupational therapy

Occupational Analysis

Professional development

Occupational therapy assessment

(physical*)

Occupational therapy assessment (psychosocial)

Occupational therapy assessment (paediatric)

Occupational therapy Intervention (physical)

Occupational therapy Intervention (psychosocial)

Occupational therapy Intervention (paediatric)

Occupational therapy application (physical)

Occupational therapy application (psychosocial)

Occupational therapy application ( paediatric)

Occupational therapy – Project/Proposal

Industrial

Training

Occupational therapy practice (physical, psychosocial,

paediatric) (Refer **)

*Physical consist of medical, orthopaedic, neuro, surgical, geriatric.

**Refer to Clinical Training Guideline

Page 84 of 170

CLINICAL TRAINING GUIDELINE (**)

All knowledge, skill and attitude learned are integrated via graded clinical exposure in the following various context of professional practice:

No OT Competencies

The person-occupation

environment

relationship and its

relationship to health

Therapeutic and

professional relationship

An occupational

therapy process

Professional

reasoning and

behavior

The context

of

professional

practice

PERFORMANCE

CRITERIA

1) Philosophies

Theories & Principles

2) OT Models & Frame

Of References for

Occupational

Participation

3) Standard Procedures

& Safety

1) Community participation/

engagement/networking

2) Code Of Ethics

3) Effective

Communication

&Teamwork

4) Interpersonal skill, social

skill & Supervisory skill

1) Philosophies


2) OT Models &

Frame Of References

for Occupational

Participation

3) Standard

Procedures

& Safety

4) Problem Solving

& Evident Based

Practice

1) Code Of Ethics

2) Problem

Solving&Evident

Based Practice

3) Research

methodologies

& Information

management

4) Effort for continuing

competence

5) QualityService&

entrepreneurial skill

Integration

of all

performance

criteria for

developing

clinical

competencies

DIMENSION OF CLINICAL COMPETENCIES

1 Task Skills

Use ass &tx technique/

procedures for ethical,

safety and effective

practice

Assist in managing cases

Follow through

procedures of

isolated Assessment

& Treatment

Follow through

scientific procedures

and principles of

isolated techniques

Introduction

Physical &

Psychosocial

aspect

Page 85 of 170

technique

2

Task Management

Skill

Explain the application of

theory and philosophy of

OT to enabling occupation

Works Independently in

managing cases

Follow through

procedures of

Assessment,

Planning and

Treatment

techniques

Follow through

scientific procedures

and principles of OT

Process

Managing

Physical &

Psychosocial

aspect

3 Contingency

management skills

Predict the effectiveness

of tx outcome to enabling

occupation

Assume Teamwork/

Collaboration

Follow through

complete

Assessment,

Planning and

Treatment and

Evaluation process

Adapt/ adjust behavior

to suit changes

Managing

Physical,

Psychosocial

and Pediatric

aspect

4

Job role/

environment

skills

Suggestion for

modification/

Changes to enabling

occupation

Participate In Supervisory

Responsibility

To effectively and

efficiently complete

OT process in

various context

Adheres to research

methodologies to assist

in arrangement/

creation/ formulation of

action to solve issues

Dept Management

To effectively and

efficiently use OT

Process

Page 86 of 170

6. Diploma In Paramedical Science


Fundamental

Modules

including Basic

Sciences

Human Anatomy/Functional & Applied Anatomy

Human Physiology

Pathology

Pharmacology

Microbiology

Professional

Modules

Personality & Professional development

Behavioural Science/Psychology

Psychiatry

Surgical

Orthopaedic

Paediatric

Obstetrics and gynaecology

Medical

Community Health (Primary Health Care)

Public Health

Emergency Medicine

Disaster Medicine

Pre-Hospital Care

Industrial /

Clinical Training

Pre-Hospital Care

Emergency Medicine

Emergency Medical Dispatch

Orthopaedic

Labour room

Paediatric

Primary Health Care

Disaster Medicine

Page 87 of 170

7. Diploma In Physiotherapy


Fundamental

Modules

include Basic

Sciences

Human Anatomy

Human Physiology

Behavioral Science

Pathology

Kinesiology

Biomechanics

Professional

Modules


Movement, handling & exercises

Electro-physical agent

Physiotherapeutic Skills

Physiotherapy in Musculoskeletal

Physiotherapy in Cardiorespiratory

Physiotherapy in Neurology

Physiotherapy in Geriatric

Physiotherapy in Paediatric

Physiotherapy in Sports

Physiotherapy in Women’s Health

Physiotherapy in Occupational Health

Industrial

Training

Musculoskeletal, Cardiorespiratory, Neurology

Client specific: Paediatrics, sports, Women’s Health, Geriatric,

Occupational Heath

Primary care, outpatient and inpatient

Elective Placement: Disable Children Homes, Sport Clubs, Nursing

Homes, Elderly Homes, Spastic Children, Special Need Schools,

Hospices, Rehabilitation Centres

Page 88 of 170

8. Diploma in Radiation Therapy


Fundamental

Modules include

Basic Sciences


General Physics

Radiation Physics

General Pathology

Systemic Pathology

Basic Human Psychology

Basic Pharmacology

Professional

Modules

Patient Care in Radiation Therapy

Radiation Therapy Instrumentation (I and II)

Radiation Therapy Technique (I, II, III and IV)

Radiation Therapy Physics

Oncology (I and II)

Imaging in Radiation Therapy

Sectional Anatomy

Introduction to Advanced Radiotherapy Techniques.

Radiobiology

Professionalism and Ethics in Radiotherapy

Quality Assurance in Radiotherapy

Basic Management

Industrial Training

Radiation Therapy Practice (I, II, III, IV and V)

The clinical component could be designed to complement the

academic programme and runs throughout the course. The

placements could be designed so that the students will be able to

observe the practical application of the academic course

wherever possible. Content can be tailored to meet either HEP or

National needs as is deemed to be most appropriate. Phases can

be introduced into a course at an appropriate time depending on

the overall duration of the final programme. Assessment can be

linked with academic assessment to demonstrate practical

application of knowledge.

Page 89 of 170


Modules Description

Radiation

Therapy

Practice I

Introduction to the general hospital setting

To be completed very early in the training. The

purpose of this phase is for the students to

become familiar with some of the practical

applications of the academic course to:

1. introduce the wider hospital setting.

2. help the students to identify the various

disciplines within a hospital, their role and

the importance of cooperation.

3. introduce patients in a clinical setting and

begin to assimilate basic communication

skills.

The following procedures will be demonstrated

to the students who will be expected to

observe or participate as appropriate:

General procedures to be observed when

patients attend for appointment.

Lifting and moving techniques.

Administration of bedpans, vomit bowls,

etc.

Care and management of drugs in the

hospital setting.

Correct procedures when dealing with

patients with infectious diseases.

Universal precautions.

Correct procedures when dealing with

immuno-compromised patients.

Hygiene practices.

Simple dressings.

Sterile procedures,

Oxygen administration.

Care of patients with:

o breathing difficulties.

Page 90 of 170


o terminal illness.

o mental impairment.

o physical disability.

Special care of the geriatric and paediatric

patient.

Stoma care.

Handling of patients with bone metastases.

Care of the patient following an

anaesthetic.

Care of lines in the intubated patient.

Radiation

Therapy

Practice II

Introduction to the Radiotherapy

Department.

Time will be spent on each unit within the

department.

The purpose of this phase is to:

1. Familiarize the students with the different

units within the department and the

procedures carried out on each unit;

2. Enable the student to recognize and relate

to the basic terminology introduced in the

academic programme;

3. Help to establish a sense of identity within

the student group and to understand the

role of the Radiation Therapist in the

management of cancer;

4. Introduce the students to the staff of the

department;

5. Help the student to understand team roles;

6. Familiarize the students with written QA

programmes within the department.

Page 91 of 170


Radiation

Therapy

Practice III

The purpose of this phase is for the students

to:

Begin to become competent in the

manipulation of the radiation therapy

equipment;

Be able to communicate effectively with

patients;

Begin to integrate into the department as

part of the radiotherapy and

multidisciplinary teams;

Begin to empathize with patients and to

appreciate their own feelings in the clinical

situation.

To achieve the competency level substantial

time will be spent with on the following

aspects:

1. Identifying the functions on the

pedestal/handset and safely operating

these on the treatment units;

2. Identifying the functions on a control panel,

indicating their purpose and safely using

these when appropriate;

3. Safely using the accessory equipment in

the correct context;

4. Correctly and safely using equipment

related to patient immobilization;

5. Identifying, locating, understanding and

safely using the radiation protection

features incorporated in the treatment

areas, e.g. door interlocks, visible and

audible warning signs, primary and

secondary barriers, etc;

Page 92 of 170


6. Setting up single and parallel opposed

fields under supervision;

7. Assisting in the set-up of multi field

techniques;

8. Identifying the cassettes and films

commonly used for localization and

verification on the simulator and treatment

units;

9. Demonstrating the correct procedure for

developing films (daylight processing and

dark room practice) and correctly

unloading and reloading cassettes.

Radiation

Therapy

Practice IV

The purpose of this phase is for the students

to:

1. Demonstrate competence in the

manipulation of radiation therapy

equipment;

2. Demonstrate an ability to anticipate the

physical and psychological needs of the

cancer patient and respond to them;

3. Demonstrate the ability to communicate

multidisciplinary treatment of the cancer

patient;

4. Increasingly participate as a team member

in all aspects of the patient’s management

in radiation therapy in preparation to work

as a qualified radiation therapist;

5. Demonstrate competence in simulator

procedures;

6. Acquire basic computer skills;

7. Participate in the development/revision of

formal written quality assurance

procedures/programme;

8. Set up a patient on their first visit.

To achieve final competency substantial time

Page 93 of 170


will be spent:

Setting up multi field techniques under

supervision;

Participating in the quality control

procedures in the department in

accordance with the protocols;

Simulating and localizing a target volume;

Describing the purpose of health and

safety and ionising radiation regulations;

Discussing the role of local rules and

outline those in place in the different

departments.

Page 94 of 170

BACHELOR DEGREE

The proposed structures are merely examples provided as a guide in the delivery of medical

and health sciences programmes. They contain a breakdown of core modules, divided into

basic sciences and professional modules. The matrices also contain a suggested breakdown

in relation to the weightage between theoretical and practical teaching.

Theoretical teaching is classroom based delivery of theory whilst practical teaching includes

lab- based teaching, demonstrations, site visits/field trips, and simulated clinical training, but

does not include postings, industrial attachments and professional development training.

1. Bachelor of Biomedical Science


Fundamental Modules

include Basic

Sciences

Anatomy & Physiology I

Biochemistry and Basic Genetics

Psychology and Behavioral Science

Anatomy & Physiology II

Fundamentals of Health Informatics

Biostatistics

Human Biochemistry

Epidemiology

Basic Immunology

Human Genetics

Basic Microbiology

Basic Haematology

Basic Pharmacology

Basic Pathology

Toxicology

Professional Modules

Advanced Health Informatics

Case Study/Problem Solving

Special topics in Biomedical Sciences

Advanced Immunology


Page 95 of 170

Medical Microbiology

Medical Parasitology


Systemic Pathology & Cytology


Advanced Hematology

Molecular Biology Techniques

Laboratory Science

Intellectual properties, Bioethics, Biosafety and

Biosecurity

Laboratory Management

Final Year Research Project

Industrial Training Biomedical Practicum (Log Book is required)

Industrial Training (Log Book is required)

Organisation profile

Services available

Medical Laboratory Diagnostic procedures

MS/IEC ISO 15189 Procedures

Rotation schedule

-Sample reception, reports and databases

-Hematology & Blood Bank

-Biochemistry / Chemical Pathology

-Histopathology & Cytology

-Microbiology & Parasitology

-Molecular diagnostic (optional)

Page 96 of 170

2. Bachelor of Medical Laboratory Technology


Fundamental

Modules include

Basic Sciences

Anatomy & Physiology I

Anatomy & Physiology II

Biostatistics

Basic Biochemistry

Basic Genetics & Molecular Biology Techniques

Basic Microbiology

Basic Immunology & Serology Basic Pathology Basic

Hematology

Basic Pharmacology & Toxicology

Introduction to Research Methodology

Professional

Modules

Laboratory Sciences

Laboratory Instrumentation


Medical Microbiology

Medical Parasitology & Entomology

Clinical Hematology

Advanced Pathology

Cytopathology


Advanced Hematology

Virology & Mycology

Genetic Diseases

Integrative Diagnosis

Special Topics in Biomedical Sciences*

Case Study/Problem Solving

Principles of Lab. Animal Sciences

Industrial Training Final Year Research Project

Introduction to Laboratory Management

MLT Practicum

Page 97 of 170

3. Bachelor of Dietetics


Fundamental Modules include

Basic Sciences

Anatomy and Physiology

Biochemistry /Clinical Biochemistry

Pathophysiology

Genetics

Microbiology/Food microbiology

Immunology

Pharmacology

Nutrition and Health

Nutrition in Lifecycle

Food Science / food analysis

Biostatistics/Epidemiology


Applied nutrition

Nutrigenomics

Community nutrition / Health promotion

Food Preparation

Assessment of Nutritional Status

Catering and Food Service Management

Behavioural Psychology

Food culture and nutrition

Nutrition Education and counselling

Medical Nutrition Therapy

Therapeutic Diet Preparation

Exercise Fitness and sports nutrition

Quality control and assurance


Research Project

Industrial training (40 hours per

credit)

Clinical Placement (800 hours OR 20 credits);

AND

Community Dietetics Placement (160 hours or

4 credits); AND

Food Service Placement (160 hours) = 4

credits

Page 98 of 170

4. Bachelor of Environmental Health


Fundamental

Modules include

Basic Sciences


Introduction to Environmental Health and Safety

Biochemistry

Environmental Microbiology and Parasitology

Epidemiology

Biostatistics


Psychology and Behaviour

Professional

Modules

Applied Ecology

Diseases Related to Environment and Occupation

Disease Management and Control

Environmental Chemistry

Environmental and Industrial Toxicology

Water Supply and Quality Control


Vector and Pest Management

Solid Waste Management

Domestic and Industrial Wastewater Management

Toxic and Hazardous Waste Management

Outdoor and Indoor Air Quality

Environmental Measurement and Monitoring

Environmental Health Analytical Instrumentation

Environmental and Occupational Health Risk Assessment

Engineering Perspectives of Environmental and Occupational

Health

Pollution Control Technology

Built Environment and Technology


Industrial Hygiene

Ergonomics

Page 99 of 170


Occupational Safety and Health Management

Emergency Response and Crisis Management

Environmental Health Promotion and Risk Communication

Environmental Ethics

International and Global Health

Environmental and Occupational Noise Control

Disease Mapping and Modelling

Environmental and Occupational Health Legislation

Environmental Management

o Environment Impact Assessment (EIA)and Auditing

o Environment Health Impact Assessment (EHIA)

o Chemical Health Risk Assessment (CHRA)

o Quality Assurance Management System

Final Year Research Project

Industrial

training

Practical training (practicum log book is compulsory)

Private agency

practicum

(minimum of 10

weeks)

i. Introduction to organisational profile

ii. Framework of environmental and occupational

safety and health management (EMS,

OSHMS, HACCP, HIRARC, GMP, CHRA)

iii. Prevention, control and mitigation of accidents

iv. Industrial process and human resource

management

v. Production process and services

vi. Emergency and contingency planning

1. Emergency and response

2. Control of industrial major accident and

hazard (CIMAH)

vii. Industrial hygiene, safety and health

monitoring

viii. Data management and analysis

ix. Health and safety audit

Page 100 of 170


x. Toxic and hazardous waste management

Public agency

(Ministry of

Health/Local

Government)

practical

(minimum of 10

weeks)

i. Investigation procedures

ii. Case management

iii. Prosecution and court procedures

iv. Analysis of law cases

v. Quality assurance and quality control

vi. Management of international and global

health

a. International travellers

b. Disease surveillance

c. International health issues

d. International food issues/crisis

vii. Trans border health management

viii. Food sampling and premise inspection

ix. Vector control activities

x. Water sampling activities

xi. Disease control activities

xii. Occupational safety and health activities

xiii. Health risk assessment of water sources

xiv. Waste management

xv. Inspection of public facilities (hotel, market,

food court, theatre, amusement park etc.)

xvi. Nuisance investigation and abatement

xvii. Urban health management (Local Agenda 21,

healthy setting)

xviii. Environmental disaster management

Page 101 of 170

Below are the body of knowledge for combination of Environmental, Occupational Health

and Safety:

Bachelor of Environmental, Occupational Health and Safety


Fundamental

Modules include

Basic Sciences


Chemistry

Microbiology

Epidemiology

Biostatistics

Psychology and Behaviour

Physics

Laboratory and Analytical Sciences

Professional

Modules

Principles in Environmental, Occupational Health and Safety


Risk Assessment and Management

o HIRARC

o EHIA (Environmental Health Impact Assessment)

o CHRA

Vector and Pest Management

Water Supply and Quality Control


Solid Waste Management

Wastewater Management

Toxic and Hazardous Waste Management

Environmental Measurement and Monitoring

Environmental Management

Outdoor and Indoor Air Quality

Laws Related to Occupational Safety and Health (OSH) and

Environment Health

Pollution Control Technology

Environmental and Occupational Audit


Fire Safety

Chemical Safety

Page 102 of 170


Machinery Safety

Construction Safety

Electrical Safety

Confined Space

Environmental and Industrial Toxicology

Ergonomics and Human Factor

Industrial Hygiene

Diseases Related to Environment and Occupation

Health, Safety and Environment Promotion

Fitness to Work and Rehabilitation



Industrial training

Practical Training (practicum log book is compulsory)

i. Introduction to organisational profile

ii. Framework of environmental, occupational safety and

health management (EMS, OSHMS, HACCP, HIRARC,

GMP, CHRA)

iii. Prevention control and mitigation of accidents

iv. Industrial process and human resource management

v. Emergency and contingency planning

a) Emergency and response

b) Control of industrial major accident and hazard (CIMAH)

vi. Industrial hygiene, safety and health monitoring

vii. Health and safety audit

viii. Toxic and hazardous waste management

ix. Investigation procedures

x. Return to work assessment

xi. Fitness to work assessment

xii. Prosecution and court procedures

xiii. Analysis of law cases

xiv. Quality assurance and quality control

xv. Management of international and global health

a. International travellers

b. Disease surveillance

Page 103 of 170


c. International health issues

d. International food issues/ crisis

e. Trans border health management

xvi. Food sampling and premise inspection

xvii. Vector control activities

xviii. Water sampling activities

xix. Disease control activities

xx. Occupational safety and health activities

xxi. Health risk assessment

xxii. Waste management

xxiii. Inspection of public facilities (hotel, market, food court,

theatre, amusement park etc.)

xxiv. Nuisance investigation and abatement

xxv. Urban health management (Local Agenda

Page 104 of 170

5. Bachelor of Health Care Management


Fundamental

Modules include

Basic Sciences


Principles of Health Care and Disease Prev ention

Introduction to Psychology

Terminology in Health Care Management

Professional

Modules

Principles of Accounting

Principles of Management and its Application in Health Care

Services Management

Organisational Behaviour

Principles to Health Care System, Service and Management

Medical and Bio Ethic

Principles of Health Finance and Economy

Health Care Programme Planning and Evaluation

Organisational Development and Transformation

Emergency and Disaster Management

Health Education and Promotion

Health Care System – Rural/Urban, Private / Public

Health Safety and Risk Management

Human Resource, and its Application in Hospital & Health Care

Management

Leadership & Conflict Resolution in Health Care Institutions

Planning, Designing and Management of Clinical Services

Departments – Wards Units, Opds, ICU, A & E, OT*

Supportive Services – Laboratory, CSSD, Dietary, Linen

&Laundry, Utility – Sanitation & Hospital Waste Disposal *

Quality Management & Hospital Accreditation System

National Health Policy


Socio-Cultural Aspect of Health and Health Care

Epidemiology

Health care system research methodology

Biostatistics

Health Informatics and Health Information Management (Record

Management, Medical Coding)

Page 105 of 170

Industrial Training**

Industrial training A health management professional is an individual who provides

administrative/ management support for the delivery of healthcare

services. Therefore, the students will not involve directly in clinical

aspects and they do not have direct contact with the patients. The

main employers are hospitals, nursing care and residential care

facilities and doctors' offices. Industrial training supervision doesn’t

require specific preceptors

* exposure to the real practices such as industrial visits

Page 106 of 170

6. Bachelor of Medical Imaging


Fundamental

Modules include

Basic Sciences


General Physics

General Pathology

Systemic Pathology

Radiation Biology and Safety


Basic Pharmacology

Biostatistics


Patient Care in Medical Imaging

Medical Imaging Instrumentation

Medical Imaging Procedures

Specialized Medical Imaging Procedures

Conventional and digital Image Processing

Radiographic Anatomy

Image Evaluation

Radiographic Pathology

Sectional Anatomy

Comparative Imaging

Evidence Based Practice in Medical Imaging

Cardiovascular Imaging Computed Tomography (Physics,

Instrumentation & Technique)

Magnetic Resonance Imaging (Physics, Instrumentation &

Technique)

Ultrasonography (Physics, Instrumentation & Technique)

Radionuclide Imaging (Physics, Instrumentation & Technique)

Breasts Imaging

Oral Maxilofacial Imaging

Bone densitometry


Hybrid modality

Professionalism and Ethics in Radiography/medical Imaging

Fundamental in Management

Page 107 of 170


Quality Assurance in Medical Imaging


Research Project

Healthcare Information System

Industrial Training

Modules Description

Clinical I

(Radiography)

Chest and upper airways

Abdomen

Shoulder girdle

Pelvic girdle

Upper and lower extremities

Bony thorax

Vertebral column

Clinical II

(Radiography

and contrast

study)

Urinary system

Digestive system

Biliary system

Skull

Facial bones

The use of contrast media for radiographic

procedures

Clinical III Mammography

Hysterosalpingography

Pediatric radiography

Geriatric radiography

Operating theatres

Mobile radiography


Clinical IV Trauma/accident

Computed Tomography

General Angiography

The use of contrast media for radiographic

procedures.

Page 108 of 170


Clinical V Breasts Imaging

Ultrasound

Catheterization Procedures

Maxillofacial and Dental Imaging

Bone Densitometry

Clinical VI MRI

Computed Tomography

Radionuclide Imaging

Hybrid Modalities

• General radiography

• Operating theatres

• Mobile radiography

Page 109 of 170

7. Bachelor of Nutrition


Fundamental

Modules

include

Basic

Sciences

Anatomy and Physiology

Basic Pathology

Pharmacology

Immunology/Nutritional Immunology

Nutrition and Genetics

Biochemistry

Nutrition and Health

Nutrition in Lifecycle

Food Science

Developmental Psychology

Food Microbiology

Biostatistics/Epidemiology

Professional

Modules

Principles of food preparation

Food Analysis

Assessment of Nutritional Status

Nutrition Education/Promotion

Catering and Food Service Management

Nutrition Programme Planning and Assessment

Community Nutrition Project

Nutrition Policy and Food Security

Nutrition for Sports and Physical Activity

Techniques in Nutrition Research/Research

Methodology

Advanced Nutrition

Health care Management

Medical Nutrition Therapy/Diet and Chronic

Diseases

Nutritional Anthropology

Research in Nutrition/Nutrition Research

Seminar

Scientific Communication


Page 110 of 170


Special Topics in Nutrition

Behavior and Health

Industrial

Training

Industrial training/placement (720 hours)

Community placement, nutrition education and

promotion placement in the community and within the

university (280 hours)

Page 111 of 170

8. Bachelor of Occupational Safety and Health


Fundamental Modules

include Basic

Sciences


Chemistry

psychology

Microbiology

Physics

Biostatistics

Laboratory Sciences


Principles in Occupational Safety and Health

Occupational Safety and Health Laws

Occupational Injury and Disease Compensation


OSH Risk Management


Hazardous Substances

OSH Communication

Fire Safety

Chemical safety

Machinery Safety

Industrial Toxicology

Occupational Epidemiology

Ergonomics and Human Factor

Industrial Hygiene

OSH Services

Occupational Diseases

Behavioural Based Safety

OSH Promotion

Business Operations Management


Rehabilitation and Fitness -to-Work

Organizational Leadership

OSH Audit

Page 112 of 170


OSH Surveillance and Monitoring


Indoor air quality monitoring

Chemical health risk assessment


Research project

Industrial Training Industrial Training (with log book)

Legal Requirement


Conduct HIRARC and produce reports

Conduct CHRA and produce reports

Investigate OSH issues and produce report

Emergency response system report

Page 113 of 170

9. Bachelor of Occupational Therapy


Fundamental Modules


Behavioral science

Anatomy

Physiology

Neuroscience

Biomechanics / kinesiology

Medical

Orthopaedic and Surgical

Neurology

Mental health

Gerontology

Ergonomic

Basic Pathology

Pharmacology

System Pathology

Neuropsychology and health psychology

Biostatistics and research methodology

Basic Patient Care Skill


Foundation in Occupational therapy


Occupational therapy assessment (physical*)

Occupational therapy assessment (psychosocial)

Occupational therapy assessment (paediatric)

Occupational therapy Intervention (physical)

Occupational therapy Intervention (psychosocial)

Occupational therapy Intervention (paediatric)

Occupational therapy application (physical)

Occupational therapy application (psychosocial)

Occupational therapy application

( paediatric)

Occupational therapy In Work and Education

Occupational therapy In Community

Research project

Industrial training Occupational therapy practice (physical, psychosocial,

Page 114 of 170

paediatric)

Occupational therapy practice in at least ONE special area

(eg. special school, NGOs, nursing home, work

rehabilitation centre) (**) & (***)

1. *Physical consist of medical, orthopaedic, neuro, surgical, geriatric.

2. ** Should be at least 2 credits.

3. *** Refer Clinical Training Guideline

Page 115 of 170

CLINICAL TRAINING GUIDELINE (***)

All knowledge, skill and attitude learned are integrated via graded clinical exposure in the following various context of professional practice:

No OT

Competencies

The person-

occupation

environment

relationship and its

relationship to health

Therapeutic and

professional

relationship

An occupational

therapy process

Professional reasoning

and behavior

The context

of

professional

practice

PERFORMANCE

CRITERIA

1) Philosophies



Of References for

Occupational

Participation


& Safety

1) Community

Participation/

engagement/

networking

2) Code Of Ethics

3) Effective

Communication

&Teamwork

4) Interpersonal

skill, social skill &

managerial skill

1) Philosophies



Of References for

Occupational

Participation


& Safety

4) Problem Solving

& Evident Based

Practice

1) Code Of Ethics

2) Problem Solving&Evident

Based Practice

3) Research methodologies

& Information

management

4) Effort for continuing

competence

5) QualityService&

entrepreneurial skill

Integration

of all

performance

criteria for

developing

clinical

competencies

DIMENSION OF CLINICAL COMPETENCIES

1 Task Skill

Select and use ass & tx

technique/ procedures

for ethical, safety and

effective practice

Assist in managing

cases

Demonstrate

procedures of Isolated

Assessment &

Treatment technique

Follow through scientific

procedures and principles of

isolated techniques

Introduction

Physical &

Psychosocial

aspect

Page 116 of 170

2

Task

Management

Skill

Justify and defend the

application of theory and

philosophy of OT to

enabling occupation

Works Independently

manage cases

Demonstrate

procedures of

Assessment, Planning

and Treatment

Follow through scientific

procedures and principles of

OT Process

Managing

Physical &

Psychosocial

aspect

3

Contingency

management

skills

Evaluate the

effectiveness of tx

outcome to enabling

occupation

Assume Teamwork/

Collaboration

Demonstrate complete

Assessment, Planning

and Treatment and

Evaluation Process

Adapt/ adjust behavior to

suit changes

Managing

Physical,

Psychosocial

and Pediatric

aspect

4

Job role/

environment

skills

Plan for modification/

Changes to enabling

occupation

Participate in

Managerial

responsibility

Effectively and

efficiently demonstrate

complete OT process in

various context

Uses research skills to

arrange/ Create/ formulate

action to solve issues

Dept

Management

Effectively and

efficiently

complete OT

Process

Page 117 of 170

10. Bachelor in Paramedical Science

Component Body of knowledge

Fundamental

Modules including

Basic Sciences

Human Anatomy/Functional & Applied Anatomy

Human Physiology

Pathology

Pharmacology

Biochemistry

Microbiology

Professional

Modules

Personality & Professional development

Behavioural Science/Psychology

Psychiatry

Surgical

Orthopaedic

Paediatric

O&G

Medical

Community Health (Primary Health Care)

Public Health

Emergency Medicine

Disaster Medicine

Pre-Hospital Care

Industrial / Clinical

Training

Prehospital Care

Emergency Medicine

Emergency Medical Dispatch

Orthopaedic & Sports Medicine

Surgery

Labour room

Paediatric

Anaesthesia & Critical Care

Primary Health Care

Psychiatry

Disaster Medicine

Page 118 of 170

11. Bachelor of Physiotherapy


Fundamental

Modules

include

Basic

Sciences

Human Anatomy / Functional and Applied Anatomy

Human Physiology

Behavioral Science

Pathology

Kinesiology

Biomechanics

Pharmacology

Research methodology

Biostatistics

Exercise Physiology

Neuroscience

Professional

Modules


Movement, handling & exercises

Electro-physical agents

Physiotherapeutic Skills

Physiotherapy in Musculoskeletal

Physiotherapy in Cardiorespiratory

Physiotherapy in Neurology

Physiotherapy in Geriatric

Physiotherapy in Paediatric

Physiotherapy in Sports

Physiotherapy in Women’s Health

Physiotherapy in Occupational Health

Clinical Reasoning

Research Project / Dissertation

Evidence Based Practice

Industrial

training

Musculoskeletal, Cardiorespiratory, Neurology

Client specific: Paediatrics, sports, Women’s Health, Geriatric,

Occupational Heath

Primary care, outpatient and inpatient,

Elective Placement

Disable Children Homes, Sport Clubs, Nursing Homes, Elderly

Homes, Spastic Children, Special Need Schools, Hospices

Page 119 of 170

12. Bachelor of Radiation Therapy


Fundamental Modules



General Physics

Radiation Physics and Radiation Protection

General Pathology

Systemic Pathology


Biostatics

Pharmacology

Professional Modules Patient Care in Radiation Therapy

Radiation Therapy Instrumentation (I and II)

Radiation Therapy Planning and Delivery (I, II, III and IV)

Radiation Therapy Physics

Imaging Procedures in Radiation Therapy

Sectional Anatomy

Advanced Radiation Therapy Techniques

Brachytherapy

Professionalism and Ethics in Radiation Therapy

Radiobiology

Oncology (I and II)

Quality Assurance in Radiation Therapy


Research Project

Management

Industrial Training

Radiation Therapy Practice (I, II, III, IV and V)

Modules Description

Radiation

Therapy

Practice I

This module aims to provide the student with

an introduction to clinical experience. The

student is expected to gain experience and

confidence in communication with patients

and set the patients up for simulation and

radiation treatment, under the close

supervision of a clinical supervisor.

Page 120 of 170

Radiation

Therapy

Practice II

This module aims to help the student to

develop the understanding required to be

able to undertake radiation therapy treatment

planning and set-up which are tailored to

meet the needs of individual patients.

Radiation

Therapy

Practice III

The student will be expected to support the

work of other team members, and

demonstrate understanding of the role of

various external beam procedures. The

student will be expected to be able to

recognise when a treatment varies from the

usual departmental routine, show initiative in

determining the reasons and the possible

variations required to provide the best

management of diseases.

Radiation

Therapy

Practice IV

The main emphasis of this module is to

complete the range of clinical experience on

various radiation therapy modalities. The

student should develop, consolidate and be

able to evaluate the previously acquired

skills in treatment planning and set-up

procedures so that they can function

independently as a junior staff member upon

graduation.

Page 121 of 170

Radiation

Therapy

Practice V

The main emphasis of this module is to

complete and strengthen the skills of the

students on the whole range of clinical

experience on various radiation therapy

modalities and to appreciate the various

aspects of quality assurance in radiation

therapy.

Page 122 of 170

APPENDIX 3: RESOURCES SPECIFIC TO THE FIELD OF STUDY

This section contains the resources specific to the fields of study which are essential that will

enhance effective teaching and learning. The information is displayed in a non-standardised

manner to capture the demand and essence of the individual subgroup.

1. MEDICAL LABORATORY TECHNOLOGY LABORATORY

The table contains the benchmarked resources estimate based on 50 students per

intake.

o. Items Minimum Unit

1. Autoclave (Mid range) 1

2. Automatic pipette (adjustable volumes) 5 of each

Pipette - fixed volume (various volume) 5 of each

3. Bench top centrifuge 1

4. Blood mixer/rotator 2

5. Blood pressure monitor 5

6. Bunsen burner 25

7. Spectrophotometer 2

8. Deep freezer 2

9. Electrophoresis system 2

10. Electronic balance 2

11. Hazardous chemical cabinet 2

12. Immunohematology gel card system (Semi-

auto)

2

13. Incubator 2

14. Laminar flow hood (Clean bench) 1

15. Microhematocrit centrifuge 2

16. Microtome rotary 2

17. Microfuge/serofuge 2

18. Microscope (student) 30

19. Oven (Hot air) 2

20. Platform shaker 1

21. Safety cabinet 1

22. Slide warmer 1

23. Float bath 1

24. Stethoscope 5

Page 123 of 170


25. Refrigerated centrifuge 1

26. Refrigerator 2

27. pH meter 2

28. Fume cupboard 1

29. Hotplate/stirrer 3

30. Vortex mixer 2

31. Water distiller 2

32. Water bath 1

33. Water deioniser 1

34. Safety goggles/glasses 25

35. Timers 10

36. Power Lab plus accessories 10

37. Freeze dryer 1

38. Organ bath 2

39. Treadmill 1

40. Snellen chart 1

41. Ishihara chart 1

42. Tuning fork 2

43. Hot plate 2

44. Sonicator 2

45. Dissecting set 10

46. Animal restrainer (rat) 2

47. TV 1

48. Animal cages (rats and mice) 10

49. Dissecting board 10

50. Animal rotary 2

51. First aid box 1

52. Shaver 1

53. Punch-biopsy tool 1

54. Tissue culture media / chamber 1

55. Top pan balance 2

56. UV-Visible spectrophotometer 1

57. Video microscope 1

58. Network computer 5

Page 124 of 170


59. Water Purification System (Ultra pure) 1

60. Growth media for microbe 1

61. ELISA 1

62. Thermal cycler (PCR) 1

63. Gel Electrophoresis 1

64. Gel Documentation 1

65. Stereomicroscope 1

66. Microscope-dissecting 1

67. Microwave oven 1

68. Gas chromatograph 1

69. Analytical balance (High end) 1

ADVANCED ANALYTICAL LABORATORY - (STRONGLY RECOMMENDED)

(Biomedical Science)

No. Items Total Unit

1. Chemistry analyser system 1

2. Immunoassay system 1

3. Atomic absorption meter (AA) 1

4. Comparison microscope with closed circuit TV 1

5. Fourier transform infrared (FITR) 1

6. High performance liquid chromatograph 1

7. High speed centrifuge 1

8. Solid phase extractor apparatus 1

9. Thin layer chromatograph 1

10. Sequencer 1

11. Hybridizer 1

12. Flowcytometer 1

13. Metabolic Cages 2

14. Spirometer 1

15. Mass Spectrometry 1

Page 125 of 170

SMALL & MISCELLANEOUS ITEMS (Adequate quantities for each practical session)

No. Items

1. Alcohol burner

2. Autoclavable carboys

3. Autoclavable pipette filler

4. Autoclaving basket

5. Bag Sealer

6. Balance

7. Basin

8. Beaker

9. Biohazard bags

10. Biohazard container

11. Biohazard - Sharps container

12. Bottle - aspirator with spigot

13. Bottle - wash (polythene)

14. Bunsen burner

15. Biuret set

16. Callipers

17. Counter - Hand tally

18. Counter - Laboratory counter

19. Face shields (Chemical)

20. Face shields (UV-absorbing)

21. Flask – Conical/Erlenmeyer

22. Flask - Filtering (Small)

23. Flask – volumetric (100ml – 1 litre)

24. Forceps

25. Laboratory Blenders

26. Funnel - Analytical 30mm diameter

27. Goggles (Chemical resistant)

28. Goggles (UV-absorbing)

29. Hair Dryers

30. Hemocytometer set

31. Holder - test tube

32. Holder - wire loop

33. Jar – Desiccator

Page 126 of 170

No. Items

34. Kettle – Electric

35. Measuring cylinder (100ml – 1 litre)

36. Micro centrifuge tube racks

37. Mixer – Hand

38. Pasteur Pipette Containers/Cans

39. Pipette

40. Pipette - Micropipette adjustable volume

41. Pipette - Micropipette fixed volume

42. Pump – Aspirator

43. Rack - Sample storage cup

44. Rack - Test tube

45. Reader - Microhematocrit tube

46. Refractometer

47. Safety bottle carriers

48. Scalpel handle

49. Scissors

50. Slide – Microscope

51. Spatula

52. Retort Stand

53. Table lamps for laboratory use

54. Thermometer

55. Timer - Stop watch

56. Tube - centrifuge

Page 127 of 170

TEACHING AIDS - (ANATOMICAL MODELS)

(Clinical Biochemistry/Microbiology/Biomedical Science/Genetics) - (Minimum of 2

units for each practical session)

No. Items

1. Arm skeleton 31. Lung, heart & diaphragm

2. Artery and vein model

(Enlarged)

32. Male muscles figure

3. Corpuscles of kidney 33. Male reproductive system

4. Digestive tract 34. Muscles of the arm model

5. Ear (Enlarged) 35. Muscles of the hand model

6. Ear Model (Functional) 36. Nephron (Enlarged)

7. Elbow Joint (Functional) 37. Ovary (Enlarged)

8. Embryo (Human) 38. Pancreas, spleen & duodenum

9. Eye (Enlarged) 39. Pelvic skeleton (Male)

10. Eyeball with part of orbit. 40. Pelvic skeleton (Female)

11. Female genital organ 41. Pelvic skeleton with ligaments

12. Female pelvis with

ligaments.

42. Physiology laboratory systems

(Computerised)

13. Female pelvis with pelvic

floor

43. Shoulder joint

14. Female reproductive

system

44. Skeleton (Half human)

15. Foot and ankle 45. Skeleton (Human) c/w stand

16. Hand showing muscles 46. Skin (Bisected)

17. Head and neck 47. Skull (Human) - Adult

18. Head and neck with

muscles

48. Skull (Human) - Baby

19. Head with brain (Base) 49. Spinal cord (Section of)

20. Heart (Life form) 50. Stomach (Entire anatomy)

21. Hip joint 51. Teeth - Complete Set

Page 128 of 170

No. Items

22. Kidney (Dissected) 52. Teeth (Enlarged)

23. Knee joint (Flexible) 53. Thorax with diaphragm

24. Larynx (Enlarged) 54. Tongue showing muscles

25. Larynx, trachea &

bronchus

55. Torso with head

26. Leg showing muscles

56. Urinary organ

27. Leg skeleton 57. Vertebrae column with pelvis

28. Liver & gall bladder

58. Histology and Histopathology

teaching slides

29. Lung lobule and alveolus

set

59. Cytology teaching slides

TEACHING AIDS - (ANATOMICAL CHARTS)

(Clinical Biochemistry/Biomedical Science) - (Minimum of 2 units for each practical

session)

No. Items

1. Circulatory system

2. Digestive system

3. Human skeleton

4. Human musculature

5. Nervous system

6. Reproductive system

7. Respiratory system

8. Urinary system

Page 129 of 170

2. DIETETICS

i. Food Preparation Laboratory

No. Items Benchmarked (B)/

Enhanced (E)

1. Measuring equipment B

2. Slicing and Cutting Tools B

3. Mixing tools B

4. Baking equipment B

5. Cooking tools and cookware B

6. Kitchen aids B

7. Cutlery and serving dishes B

8. Cleaning equipment B

9. Storage facility B

10. Fridge & Freezer B

11. Table top with sink B

12. Oven / stove / microwave B

13. Basic cooking ingredients B

14. Waste disposal system B

ii. Nutrition Assessment Laboratory


Enhanced (E)

1. Computers - connected to network system B

2. Dietary Analysis software B

3. Statistical analysis software B

4. Anthropometric equipments

Stadiometer B

recumbent length board B

weight, height scale with precision B

infant weighing scale B

infantometer B

skinfold calipers B

wheel-chair weight measurement E

Page 130 of 170

Hand-grip dynamometer E

5. Food models & measuring utensils B

6. Bioelectrical Impedance Analyser E

7. Sphygmomanometer E

8. Hemocues, portable hemoglobin photometers E

9. Indirect Calorimetry E

10. Biochemical Test Kits for blood and urine E

iii. Food Science Laboratory


Enhanced (E)

1. Universal Oven (105oC) for moisture determination B

2. Furnace (600oC) for ash determination B

3. Kjeldahl System for crude protein determination B

4. Soxhlet System for crude fat determination B

5. Fiber determination system B

6. Determination System B

7. Electronic Balances B

8. Water Baths B

9. Light meter B

10. pH Apparatus B

11. Rotary Evaporator B

12. UV/VIS Spectrophotometer B

13. Calorimeter E

14. High Performance Liquid Chromatograph E

15. Gas Chromatograph E

16. Atomic Absorption Spectroscopy

E

17. Water Activity Meter E

18. Viscometer E

19. Food Testing Instrument E

20. Lab Mills E

21. Melting Point Apparatus E

22. Refractometer E

Page 131 of 170

3. ENVIRONMENTAL HEALTH

Generic requirement for programmes within this sub-group are:

a. Basic facilities

Basic Generic Facilities include classroom suited for teaching and learning, in buildings, with

CF (Certification of Fitness to stay) appropriate to the Uniform Building By-Laws, in particular

sections related to School Premises; with proper BOMBA certification. Space should be

sufficient to the number of students taken in. Premises must be well-furnished with appropriate

fittings, furniture and equipment which are safe, according to health standards and well-

maintained.

In addition there will be resources relating to physical resources such classrooms and

computer labs. Library books and reference material are also part of the resources dedicated to

the program. All health care management programs must refer to Private Healthcare Facilities

and Services Act 1998

b. Laboratories and other facilities

Labs should be sufficient to meet the training needs of the students:

a. Basic science lab

b. Chemistry and toxicology labs

c. Environmental Health and Science laboratory

Most of the laboratory work can be conducted in groups.

c. Placement in various related premises and centres

a. Access to clinical set-ups such as – wards, clinics, clinical laboratories, radiology and

imaging facilities.

b. Access to water catchment areas, water treatment facilities, sewage treatment facilities and

garbage disposals facilities system including scheduled waste treatment and disposals.

c. Access to multiple industries and plants.

d. Access to multiple related government agencies.

CRITERIA FOR SELECTION OF PLACEMENT CENTRES

a. Detail of the registered enterprise or professional practitioner

name

registration number

Page 132 of 170

address

working experience

current APC and PNC

qualification/CV

continuous professional development (CPD) record

disciplinary record

b. Type of services offered

Primary Care

Specialty Care – occupational or environmental health services.

c. Operation hours

Workload (sufficient workload to benefit trainees, but not too much as for productivity to be

affected by the students presence); would continuously accept students for placement; valid

Business Registration or related accreditation.

Specific Requirements

The proposed list of equipment is equivalent for 20 students. The institutions must take necessary

steps to ensure that the equipment is sufficient enough and up to date with the progress of the

profession.

NO. EQUIPMENT

1 Microscope for Insects/larvae identification

2 Water sampling kit (pH, turbidity, chlorine and color)

3 Food sampling kit (solid, semi-solid and liquid)

4 Sound level meter

5 Lux meter

6 Air sampling equipment (Hi-volume sampler, gas sampler, personal sampling pumps)

7 Fumigation kit (using cyanide and methyl bromide)

8 Enforcement activity kit (closure of food or unsanitary premises under the Food Act

1983)

Page 133 of 170

9 Model of pests (Order anoplura; sucking lice, Order hemiptera, Acarology, Suborder -

ticks, chiggers, mites and rodent etc.)

10 Outbreak investigation kit (food and waterborne diseases, sexually transmitted

diseases, vector borne, airborne and immunizable diseases).

11 Disinfection kit (concurrent, terminal)

12 Residual spraying kit

13 Fogging equipments (thermal, aerosol)

14 Entomological survey equipment (adult and larvae: mosquito and housefly)

15 Cleaning and sanitizing and their agents

16 Food packaging material (compatibility, requirement, safety, labeling requirements of

food packages)

17 Model for solid waste disposal in the rural and urban areas (storage, collection and

transportation and final disposal site)

18 Sampling, testing and analysis kit of sewage for effluent standard

19 Mock court (preparing and conduct of mock trial, preparing investigation paper and

investigation files, affidavit, complaint to magistrate, summon and charge sheets, fact

of case)

20 Plumbing and sanitary fittings

Note: Please ensure that all chemicals used must be accompanied with MSDS/CSDS.

Page 134 of 170

4. MEDICAL IMAGING

No. Modules Ratio Benchmarked (B)

/Enhanced (E)

1 Human Anatomy & Physiology (1 &11)

Standard anatomy & physiology models, phantoms/

mannequin , apparatus and teaching aids for theory

and demonstration session

1:20 B

2. General Physics

Basic experimental model/apparatus for laboratory

sessions

1:20 B

3. General Pathology - Anatomical models, charts and

posters for teaching aids

1:20 E

4. Radiation Physics (including radiation protection)

Basic experimental apparatus and radiation protection

accessories/lead gowns for laboratory sessions

1:20 B

5. Patient Care in Radiography

For Basic Nursing care procedures to be equipped

with:

bed, mattress, pillow, linen,

bed-pan & urinal,

thermometer – conventional & digital Set of

Sphygmomanometer,

CPR phantom/mannequin – adult & baby

Emergency trolley,

Wheelchair,

Patient trolley, transfer board and other relevant

apparatus.

1:20 B

6. Radiographic equipment and accessories for

radiographic technique:

X-ray equipment with x-ray table and/erect bucky

Screen/films/cassette of various sizes

X-ray accessories – lead gown / apron,

1:20 B

Page 135 of 170


/Enhanced (E)

immobilisation devices, cassette holder etc.

Radiographic phantoms/mannequin with various

models

Image Processing Equipment:

Dark room with automatic processor in a specific

darkroom layout

Illuminators

Integrated Computed Radiography System /

Digital Radiography With Image Reader &

Monitor Console/Workstation

Imaging Plate For Computed Radiography

System (CR)

7. Radiographic Anatomy

Image Analysis

Sectional Anatomy

Sectional anatomical models/ cadaver slices

Radiographic images

Computer terminals

Illuminators

1:10 B

8. Quality Assurance in Radiography/Medical Imaging

Sets of QA tools for Processing and radiographic

equipment

1: 10 B

Additional equipment for degree program


/Enhanced (E)

1 Ultrasound machine and accessories 1:20 B

2 Mammography machine and accessories 1:20 B

Page 136 of 170

CRITERIA FOR SELECTION OF CLINICAL PLACEMENTS

The Imaging department in hospitals chosen for clinical placements should have:

a. At least two General X-ray rooms; for general radiography and one Special/Contrast

Examination room.

b. Larger hospitals for other special Imaging Modalities, such as Angiography, CT, MRI, US and

RNI.

c. Workload (at least 30 patients/per day during their clinical placements).

5. NUTRITION

i. Food Preparation Laboratory


Enhanced (E)

1. Measuring equipment B

2. Slicing and Cutting Tools B

3. Mixing tools B

4. Baking equipment B

5. Cooking tools and cookware B

6. Kitchen aids B

7. Cutlery and serving dishes B

8. Cleaning equipment B

9. Storage facility B

10. Fridge & Freezer B

11. Table top with sink B

12. Oven / stove / microwave B

13. Basic cooking ingredients B

14. Waste disposal system B

ii. Nutrition Assessment Laboratory


Enhanced (E)

1. Computers - connected to network system B

2. Dietary Analysis software B

Dietary Analysis Apps E

Page 137 of 170

3. Statistical analysis software B

4. Anthropometric equipments

Stadiometer B

recumbent length board B

weight, height scale with precision B

infant weighing scale B

infantometer B

skinfold calipers B

wheel-chair weight measurement B

Hand-grip dynamometer B

Accelerometer E

Pedometer E

Physical activity Apps E

5. Food models & measuring utensils B

6. Bioelectrical Impedance Analyse B

7. Electronic portable BP set B

8. Hemocues, portable haemoglobin photometers B

9. Indirect Calorimetry E

10. Biochemical Test Kits for blood and urine B

iii. Food Science Laboratory


Enhanced (E)

1. Universal Oven (105oC) for moisture determination B

2. Furnace (600oC) for ash determination B

3. Kjeldahl System for crude protein determination B

4. Soxhlet System for crude fat determination B

5. Fiber determination system B

6. Determination System B

7. Electronic Balances B

8. Water Baths B

9. Light meter B

10. pH Apparatus B

11. Rotary Evaporator B

12. UV/VIS Spectrophotometer B

Page 138 of 170

13. Calorimeter B

14. High Performance Liquid Chromatograph B

15. Gas Chromatograph B

16. Atomic Absorption Spectroscopy B

17. Water Activity Meter B

18. Viscometer B

19. Food Testing Instrument B

20. Lab Mills B

21. Melting Point Apparatus B

22. Refractometer B

6. OCCUPATIONAL SAFETY AND HEALTH (OSH)

Generic requirement for programmes within this sub-group are:

d. Basic facilities

Basic Generic Facilities include classroom suited for teaching and learning, in buildings, with

CF (Certification of Fitness to Stay) appropriate to the Uniform Building By-Laws, in particular

sections related to School Premises; with proper BOMBA certification. Space should be

sufficient to the number of students taken in. Premises must be well-furnished with appropriate

fittings, furniture and equipment which are safe, according to health standards and well-

maintained.

In addition there will be resources relating to physical resources such classrooms and

computer labs. Library books and reference material are also part of the resources dedicated to

the program. All health care management programs must refer to Private Healthcare Facilities

and Services Act 1998

e. Laboratories and other facilities

Labs should be sufficient to meet the training needs of the students:

d. Basic science lab

e. Chemistry and toxicology labs

f. Environmental Health and Science laboratory

Most of the laboratory work can be conducted in groups.

f. Placement in various related premises and centres

Page 139 of 170

e. Access to clinical set-ups such as – wards, clinics, clinical laboratories, radiology and

imaging facilities.

f. Access to water catchment areas, water treatment facilities, sewage treatment facilities and

garbage disposals facilities system including scheduled waste treatment and disposals.

g. Access to multiple industries and plants.

h. Access to multiple related government agencies.

CRITERIA FOR SELECTION OF PLACEMENT CENTRES

d. Detail of the registered enterprise or professional practitioner

Name

Registration Number

Address

Working Experience

Current Apc And Pnc

Qualification/Cv

Continuous Professional Development (Cpd) Record

Disciplinary Record

e. Type of services offered

Primary Care

Specialty Care – occupational or environmental health services.

f. Operation hours

Workload (sufficient workload to benefit trainees, but not too much as for productivity to be

affected by the students presence); would continuously accept students for placement; valid

Business Registration or related accreditation.

Specific Requirements

The proposed list of equipment is equivalent for 40 OSH students. The institutions must take

necessary steps to ensure that the equipment available is in keeping with the progress of the

profession.

No Equipment

1 Airborne particle sampler

2 Airborne air sampler

4 Sound level meter

Page 140 of 170

No Equipment

5 Vibration Level Meter

6 Welding Set

7 Portable multi gas meter

8 Portable VOC meter

9 Microbial Sampler

10 Anemometer

11 Mannequin for First aid courses

12 CPR simulation chest pressure detector

13 Fire extinguishers – cut opened, demo set

14 Fire extinguisher – intact ABC

15 Teaching fire panels

16 Hose reels for courses

17 Safety shoes – construction

18 Safety shoes – chemicals

19 Hard hat

20 Climbing set

21 Wet And Dry Bulb Temperature Monitoring

22 Audiometer

23 Audiometry booth

24 Personal monitoring air sampler

Weighing scale (for air filter)

25 Air sampler cyclones

26 Air sampler cassettes

27 Ventilation System Demo Set With Fan

28 Ergonomic Time study Portable Camera System

29 Goniometers

31 Different sets of ergonomic chairs

32 Demo set ergonomic computer tables

33 Demo set ergonomic work station

36 Demo lab coats – normal khaki

37 Demo lab coats – chemical resistant

38 Demo non slippery homogenous heavy duty floor tiles

39 Demo emergency eye wash

40 Demo emergency lighting

Page 141 of 170

No Equipment

41 Demo set - fire (warmth) detector, with different glass bulbs

42 Demo set – fire smoke detector

43 Demo emergency shower sets or set in labs

44 Demo easy to fix- home DIY smoke detector sets

45 Demo small car fire extinguisher set

46 Anatomy models set

47 Skull, Spines and skeleton set

48 Safety goggles – all types

49 Computer anti-glare spectacles

50 First Aid Box

51 First Aid Mobile Set

52 Traffic controller Reflector Suit

53 Different types of specialty work gloves

54 Different specific respirator sets

55 Different types of Ear muffs

56 Face shields

57 Welding face shields

58 Construction Fall protection suits and harnesses

59 Emergency hammer

60 Emergency torch lights

61 Emergency forehead torch

62 Sphygmomanometer

63 Stethoscopes

64 Snellen Chart

65 Stop watch

66 walkie-talkie

67 Stretchers

68 Bandage sets – triangular

69 Safety Ladders

70 Current meter

71 EMF Volt test meter

72 Sets of demo safety labels

73 Sets of Chemical Labels – GHS (Global Harmonized System)

74 Lock-out/tag-out

Page 142 of 170

No Equipment

75 Safety Levels for disabled people

76 Safety patios/tiles for the blind

77 Thermo-hygrometers

78 Thermometers

79 Light meters

87 Back belts

89 Masks, regulators, cannula

90 Emergency Whistles

91 Fire buckets

7. OCCUPATIONAL THERAPY

a. Laboratories and other facilities

Labs should be sufficient to meet the training needs:

a. Activity Of Daily Living

b. Work/Vocational

c. Pediatric/Play/Preschool/School

d. Creative/Leisure

e. Splinting/Pressure Garment/Aids & adaptation/Assistive Device

f. Cognitive & Perceptual Function/Sensory Room

g. Motor Function

h. Basic science laboratory.

Most of the occupational therapy skills can be conducted in groups and the

apparatus/equipment ratio to students is 1:5. This is to ensure students are able to practise

necessary skills.

b. In-house training centre/hospital training

Either the in-house training centre/hospital for clinical training should have the following

disciplines:

a. Traumatology and Orthopaedics

b. Medical

c. Neurology& Neurosurgery

d. Surgical

e. Paediatrics

Page 143 of 170

f. Psychiatry/Mental Health

g. Community/Hospices/Gerontology/School/Industries

c. Criteria for selection of clinical placements

Hospital/health centre having all the disciplines mentioned above.

Type of services offered:

a. Inpatient department

b. Outpatient department

a. Workload (at least 5 patients/per day during their clinical

placement)

b. Supervisor to supervise student.

c. Placement of students in hospitals and private practice must be included in the programme

and each placement must not be less than 4 weeks in duration.

d. Students must be provided the placement that meets the clinical learning outcomes

e. The proposed list of equipment is necessary for 25 students in the occupational therapy

programme. The quantity of the equipment is in tandem with the increase number of

students.

d. Facilities

Space should be sufficient to the number of students taken in. Premises must be well-

furnished with appropriate fittings, furniture and equipment which are safe, according to health

standards and well-maintained.

e. Laboratories




f. Clinical Practice Facilities

HEP should provide opportunities for the student to access or training in the following area

a. Traumatology and Orthopaedics

b. Medical

c. Neurology& Neurosurgery

d. Surgical

e. Paediatrics

f. Psychiatry/Mental Health

g. Community/Hospices/Gerontology/School/Industries

Page 144 of 170

OCCUPATIONAL THERAPY EQUIPMENT

No Equipment Ratio Benchmarked (B) /

Enhanced (E)

Activities of Daily Living

1. Feeding Evaluation Kit

1:10 B

2. Assure Safety Transfer Belt 1:20 B

3. ADL Lap Tray 1:20 B

4. Foldable Two Wheel Walker with Seat 1:20 B

5. Refrigerator - Freezer 1:20 B

6. Wardrobe 1:20 B

7. Make-up desk + stool 1:20 B

8. Door Refrigerator (Panasonic) 1:20 B

9. Tool Box 1:20 B

10. Electrical cooker oven (balang gas, kepala

tiub gas, kuali elektrik, periuk kukusan)

1:22 B

11. Face towel 1:20 E

12. Set of Mangkok (set of 4) 1:20 E

13. ADL Low Vision Aids (goggles, magnifying

glass, etc)

1:20 E

14. Feather Duster 1:20 E

Motor Function

15. Purdue Pegboard 1:10 B

16. Hand Evaluation Kit 1:10 B

17. Parallel Bars 1:20 B

18. Posture Mirror with Mobile Stands 1:20 B

19. Minnesota Manual Dexterity Test 1:10 B

20. Touch-Test Sensory Evaluators 1:20 B

21. Shoulder Wheel 1:20 B

22. Microcomputer Upper Limb Exerciser 1:20 E

23. Standing Frame 1:20 B

24. Fluido DHT 230 Volt Double Extremity 1:20 B

25. Goniometer - 6 3 / 4" 2:23 B

26. Goniometer - 8 " (C7512) 2:23 B

27. Goniometer - 8" (C7509) 2:23 B

Page 145 of 170


Enhanced (E)

28. Goniometers 12 1 / 2 " International Std 2:23 B

29. Digiband Yellow (25M) 1:23 B

30. Digiband Green (24M) 1:23 B

31. Digiband Orange (25M) 1:23 B

32. Medium Soft Red Therapy Putty 1:23 B

33. Medium Green Therapy Putty 1;23 B

34. Medium Soft Yellow Therapy Putty 1:23 B

35. Super Skeleton Sam on 5 ft stand 1:20 B

36. Muscle Skeletal Max + Stand 1:20 B

37. Deluxe Arm skeletal 1:20 B

38. Deluxe Leg Skeleton 1:20 B

39. Hand Function Test 1:10 B

40. Pegboards And Pegs-100 holes (292mm) 1;23 B

41. Exercise Bikes 1:20 B

42. Minnesota Manual Dexterity Test 1:10 B

43. Kinetic Maestra Hand &Wrist CPM Machine 1:22 E

44. Kinetic Centura Shoulder CPM Machine 1:22 E

45. Tridex Tube Light R (1.2M) 10:23 E

46. Tridex Tube Medium G (1.2M) 10:23 E

47. Tridex Tube Strong BL (1.2M) 10:23 E

48. Tridex Tube X-Strong BK (1.2M) 10 unit E

49. Roeder Manipulative Aptitude Test 1:20 E

50. Rowing Machine 1:20 E

51. Multi Gyms 1:20 E

52. Reebok Active Runner Treadmill 1:20 E

53. Bowflex Select Tech Dumbbells and Stand 1:20 E

Cognitive Function / Perception

54. Rivermead Perceptual Assessment Battery -

Complete set

1:10 B

55. LOTCA Battery Lowenstein Occ. Therapy 1:20 B

56. LOTCA Battery Lowenstein Occ. Therapy

(Child)

1:20 B

57. Neuro Scanner 97.4 + Professional, Level 1 1:20 B

Page 146 of 170


Enhanced (E)

Training

58. COTNAB 1:20 B

59. Brain 8-parts 1:20 B

60. LOTCA Battery 2nd Edition 1:10 B

61. LOTCA-G Cognitive Battery (Geriatric) 1:10 B

62. Stroke Driver Screening Assessment 1:23 B

63. Computer-Aided Cognitive rehabilitation 1:10 E

64. Brain Injury Visual Assm. Batery for adult 1:20 E

65. Vienna Test System / Cognitive rehabilitation

software.

1:20 E

Aids and adaptation / Assistive device

66. Wheelchair detachable Armrest &

Detachable Footrest

1:05 B

67. Foldable Commode Wheelchair 1:20 B

68. Elevating Adult Wheelchair 1:20 B

69. Exercise Steps for Adults 1:20 B

70. Table Adapta with Switch 1:20 B

71. Chrome Plated Reclining Wheel Chair 1:20 E

72. PVI Wheel Chair Ramp 1:20 B

73. Tadpole Multiuse 1:20 B

74. Pillow Perfect (heel, leg, elbow, knee, body,

cervical)

1:20 B

75. Patient Lifter Complete with Sling 1:22 E

76. JAW Professional – Software 1:20 E

77. D-Braille Embosser 1:20 E

78. VNBT / QT VoicenoteM power ^Braille

Keyboard

1:20 E

79. BR- 24 Braillliant-24 Braille Cells display. 1:20 E

80. Folding Mobility Cane - 48"L 1:20 E

81. Folding Mobility Cane - 50"L 1:20 E

82. Folding Mobility Cane - 52"L

1:20 E

Page 147 of 170


Enhanced (E)

Developmental

83. Tumble Forms Rools set (C 2794 C, C 2794

G, C 2794 E, C 2794 D, C 2794 H, C 2794J

1:20 B

84. Bruininks Oseretsky Test of Motor

Proficiency: 2nd Edition

1:20 B

85. Ball Pool + 500 Balls 1:20 B

86. Corner Seat Large Base 1:20 B

87. Trampoline 1:20 B

88. Paint brush set of 3 1:01 B

89. PDMS-2 Peabody Developmental Motor

Scales 2nd edition

1:20 B

90. High Speed Overedge Machine 1:10 B

91. Portage Early Education Programme 1;20 B

92. Deluxe Vestibulator 11 Set 1:20 B

93. Play House Set 1:22 B

94. Ball Bath (small) 1:22 B

95. Foam Board 1:23 B

96. Coloured Foam Tubing 1:23 B

97. Puzzle; a) Fruit b) Vegetable c) Toys d)

Baby Items

1:23 B

98. Giant Knob Puzzle: Animals 1:23 B

99. Stacking Ring Switch 1:23 B

100. Multilid Sorting Box 1;23 B

101. Easy Grip Scissors 1:23 B

102. Rivermead Perceptual Assessment Battery,

Complete

1:10 B

103. Peabody Development Motor Scales 2nd

Edition

1:20 B

104. Geo-Lastic Art 1:23 B

105. Plasticine set of 5 1:10 E

106. Rock &Rody 1:23 E

107. Hop 45 cm 1:23 E

108. Hop 55 cm 1;23 E

Page 148 of 170


Enhanced (E)

109. TheraBolly 1:23 E

110. Mitt (pair) 1:23 E

111. Booties (pair) 1:23 E

112. Round table 1:08 E

113. Wooden trolley 1:10 E

114. Paint roller with tray 1:20 E

115. Super Sound Sorter 1:23 E

116. Rotating Disc Puzzle 1;23 E

117. Wooden Ball Run 1:23 E

118. Balance-beam 3:23 E

119. PEDI Scoring Forms ISBN:076-1617 1:20 E

120. PEDI Software_ISBN:015-8010-37x 1:20 E

121. PEDI Manual 1:20 E

122. Laptop for PEDI software 1:20 E

123. DOTCA-CH Battery 1:20 E

124. Clown Box 1;23 E

125. Balance-Pad Plus 5:22 E

126. Movin' Step 5:23 E

127. Magic Professional with Speech 1:20 E

Preschool / School

128. Portable Early Education Programme 1:20 B

129. Preschool Visual Motor Integration (PVMIA) 1:23 B

130.

8439-7 Complete Writing Kit 1:20 E

8448-6 Practical Guide to Handwriting-

Manuscript 1:20

E

8449-4 Practical Guide to Handwriting-

Cursive 1:20

E

Evaluation Tools of Children’s Handwriting

(ETCH) 1:20

E

School Function Assessment (SFA) Complete

Kit 1:20

E

131. Preschool Visual-Motor Integration

Assessment (PVMIA) 1:20

E

Page 149 of 170


Enhanced (E)

Work / Vocational

132. Multifunctional workstation 1:20 B

133. Adaptive Height Adjustable Therapy Work

Table

1:20 B

134. TPAL (Valpar Therapist's) 1:20 B

135. VALPAR (Functional Capacity Evaluation

System)

1:30 E

136. FCE Software System 1:30 E

137. Maltron BF-916 Body Composition Analyzer 1:20 E

Compression

138. Heavy Duty Zig zag Sewing Machine 1:02 B

139. Volumeter Hand Edema Assessment Set 1:10 B

140. Satinet material (per meter) 1:01 B

141.

Edema Control:

- Foam Arm Support 1:20 B

-Waterproof Support 1:20 B

142.

Scar & Hypersensitivity:

- Mini Massager 1:20 B

- Vibrator 1:20 B

143.

Edema Control (material)

a) Satinet Material – 50 m / roll / Lycra (per

meter)

1:1m B

b) Coban 1"x 5yd - 30 roll / box 1:1yard B

144.

a) Stokinette 1' 1:1yard B

b) Stokinette 3" 1:1yard B

c) Stokinette 5' 1:1yard B

145. a) Bandage 2" 1:1m B

b) Bandage 5" 1:1m B

146. Scissors 1:04 B

147. Threads 1:1roll B

148. Sewing Machine Portable 1:02 B

149. Measuring tape 1:23 B

150. Crepe Bandage 7.5cmx4.5Mperbox of 12 rolls 1:23 B

Page 150 of 170


Enhanced (E)

151. Satinette Material for Pressure Garments 1:23 B

152. Heavy Duty Needle Nose pliers 6" L 1:23 B

153. Tredle Lockstitch Machine + 4 drawers + 1

pocket

1:20 B

154.

Pressure Garments Accessories (benang,

gunting, kain, brown paper, kertasminyak,

kertas, geometric box, velcro, minyakmesin)

1:20 E

Sensory

155. Multisensory System 1:20 B

156. Sensory Stimulation Activities Kit 1:22 B

157. Sensorimotor Performance Analysis (SPA) 1:23 B

158. Para-Care Parafin Bath 1:23 B

159. Wax Remover 1;23 B

160. Wax Refill (Unscented) 1:23 B

161.

Sensory Profile School Companion Complete

Kit

1:20 E

Adolescent / Adult Sensory Profile Complete

Kit

1:20 E

Infant / Toddler Sensory Profile Complete Kit 1:20 E

Sensory Profile Complete Kit 1:20 E

162. Sensory Stimulation Activities Kit 1:20 E

Splint and Orthotic

163. Water Suspan For Heating Thermos (Small) 1:08 B

164. Splinting tools & Accessories 1:05 B

165. Fiskars Heavy-Duty Shears L 9" 1:23 B

166. Thermoplastic perforated Non-Bond (2 sheets

/ cs) 1:04 B

167.

Thermoplastic

1 / 8” x 18” x 24 “ (4 sheets / cs) 1:04 B

b) Perforated Non-Bond 1:04 B

1 / 8” x 24” x 36” (2 Sheets / cs) 1:04

168. Padding

a) Firm Foam Padding 1:10 B

Page 151 of 170


Enhanced (E)

b) Luxafoam (soft Sponge) 1:10 B

169. Hook & Loop Kit

a) Hook – Plain 25 yd 1” (per yard 1:1yard B

170. Heat Pan (small) 2:22 B

171. Heat Pan (large) 4:22 B

172. Wedge Hand positioner 1:23 B

173. Heavy -Duty Wire Cutters: 22 cm 1:23 B

174. Cutting Mat 45.5.x 61 cm 1:23 B

175. Static Progressive Splinting Up Close and

Personal 1:23

B

176. Tendon Hammer dia. 5cm flexible plastic

handle 30cm 1:23 B

177. Sets of Splinting Tools (in tool box) 1:20 B

178. l Thermoplastic Splinting Material 1:23 B

Creative Therapy

179. Art and craft material 1:20 E

180. Audio visual equipment

Play / Leisure

181.

Music Instrument System (Yamaha

Keyboard,

1:22 E

Cordless Mic, Conga Drum, Yamaha Folk E

Guitar (bag,string) JD folk guitar, Guiro,

Ratchet,

E

Tamborine, Kompang, Casternet, Wooden E

Shaker, Bell set, Hand symbal, Bongo,

Maracas

E

Woodblock, wooden claves E

182.

PA Karaoke Power Mixer & 2 unit Beta 3

speaker with stands, monitor, Hi-Fi radio DVD

/ CD player

1:22 E

183. Plasma TV 42" 1:50 E

184.

Activity Ball 1:23 E

Page 152 of 170


Enhanced (E)

Psychological / Relaxation

185. Stress Management Neurofeedback Package 1:20

B

(BOSLAB), Notebook & DLP Projector

186. Biofeedback Computer Game 1:20 E

187. Behavioral Inattention Test Complete Kit 1:20 E

Teaching aid

188. Digital Camera 1:20 B

189. LCD Projector (per lecture room) 1:01 B

190. Screen (per lecture room) 1:01 B

191. Whiteboard (per lecture room) 1:01 B

192. Notice board 1:50 B

193. Spinal Cord Model 1:20 B

194. Glucometer + Glucostrips 1:20 B

195. Accuchek Advantage Glucose strips x 25 pcs 1:23 B

196. Stethoscope 1:20 B

197. Thermometer : Digital 1:10 B

198. Patella Hammer 1:01 B

199. Lumbar Vertebra with prolapsed disc.

flexibility mounted & Brain Ventrical 1:20 B

200. Lumbar Spinal Column, Deluxe Osteoporosis

(model 3 vertebrae & Cervical collar (adult) 1:20 B

201. Cervical Spinal Column & Thoracic Spinal

Column 1:20

B

202. Classic Torso with Open Back, 21-parts 1:22 B

203. Neck Roll Cervical 20"x3", Night roll & Pillow

perfect-cervical roll 1:20 B

204. Nervous System, 1 / 2 life-size 1:23 B

205. Internal Hand Structure Model 3 parts 1:23 B

206. Stethoscope adult 1:05 B

207. BP Set Sphygmomameter Mercurial 1:05 B

208. Heavy Duty Table / Trolley 1:08 B

209. Trolleys 3 tiers VS 124-C 1:20 B

210. Dressing Trolleys with 2 drawers 1:20 B

Page 153 of 170


Enhanced (E)

211. Foal BP set (Child) 1:10 B

212. Child PCR Mannequin 1:20 B

213.

Clinical Trolley 1:20

a) VS 129-B + (2 drawers) 1 B

b) VS 124-C3 1 B

214. Disk-Criminator (set of 2 disc) 1:10 B

215. Body Fat Monitor (Omron) 1:20 E

216. Body Fat Analyser 1;20 E

217. Glucometer 1:20 E

218. Digital Thermometer 1:10 E

219. Tangent Screen 1:20 E

220. Research Power Lab system 1:10 E

221.

Hard Disk Drive Handycam 1:20 E

Memory Stick 4 GB 1:20 E

VNP-FH100 Battery (Superhigh Capacity) 1:20 E

Bag VA30 1:20 E

ECM HW1 Microphone 1:10 E

Page 154 of 170

8. PARAMEDICAL SCIENCE

DIPLOMA & BACHELOR DEGREE

Generic requirements for this subgroup are:

A. Facilities

Space should be sufficient to the number of student taken in. Premises must bewell

furnished with appropriate fittings, furniture and equipment which are safe, according to

health standard and well-maintained.

In addition there will be resources relating to physical resources such class rooms and

computer labs. Library books and reference material a real so part of the resources

dedicated to the program. All health care management programs must refer to Private

Healthcare Facilities and Services Act 1998

B. Skill/Clinical Laboratory

Space should be sufficient to the number of student taken in. Minimum space per student

for clinical skill laboratory should be1m2/student. Premises must be well- maintained and

furnished with appropriate fittings, furniture and equipment which are safe, according to

health standard, building code and safety standard.

Anatomy Laboratory.

Clinical skill or simulation laboratory.

Most of the paramedic skills can be conducted in groups and the

apparatus/equipmentratiotostudentis1:5.This to ensure students are practise the

necessary skills.

C. Clinical Practice Facilities

HEPshouldprovideopportunitiesforthestudenttoaccessortraininginthefollowing area:

Medical

Orthopaedic, Surgery and Trauma

Labour Room

Paediatrics

Psychiatry

Emergency Medicine

Pre-Hospital Care Services

Primary Health Care

Page 155 of 170

Anaesthesia & Critical Care

CRITERIA FOR SELECTIONOFCLINICALPLACEMENT IN ACCREDITED CENTRE

o Hospital/Health facilities having following disciplines:

a. Medical

b. Orthopaedic,Surgery and Trauma

c. Labour Room

d. Paediatrics

e. Psychiatry

f. Emergency Medicine

g. Pre-Hospital Care Services

h. Primary Health Care

i. Anaesthesia & Critical Care

o Type of services offered:

a) In patient services

b) Outpatient services

o Criteria for Pre-Hospital Care services placement require the following:

a) Pre-Hospital Care Unit leads by Emergency Physician.

b) Pre hospital Care service provider with establish organisation and clear

medical direction under Emergency Physician.

c) Active in core Pre-Hospital Service

Ambulance service

Major incident management

Medical stand by

Emergency Despatch Service.

d) For primary health clinic placement, the facility must have ambulance

services.

o Student must be provided with the placement that meets the clinical learning

outcomes.

Page 156 of 170

The proposed list of equipment is necessary for 25 student in the programme. The quantity of the

equipment is in tandem with the increase number of students.

No Equipment Minimum

requirement

A FUNDAMENTAL

i. Auditorium - c/w chairs, side table, projector and audio

visual system

1

ii. Lecture Halls- c/w chairs, side table, projector and audio

visual system

1

iii. Tutorial room - c/w chairs, table, audio visual system 2

iv. Consultation room 1

v. Conference room - meeting bench with chairs 1

vi. Library and information centres - c/w internet accessibility 1

vii. Student Social Spaces 1

viii. Skill lab 1

ix. Simulation lab - c/w simulator as listed in C & D 1

x. Ambulance simulator or ambulance use for training (1) 1

xi. In-department call room (posting sites)

xii. Examination hall - c/w tables and chairs 1

xiii. Examination ward - c/w patient beds, pillows and patients

trolleys

1

xiv. Triage area (posting sites)

xv. Resuscitation room (posting sites)

xvi. Emergency room(posting sites)

xvii. Trauma clinic/ trauma lane (posting sites)

xviii. Pre-Hospital care unit (posting sites)

xix. ED communication center (posting sites)

xx. Operation/ procedure room (posting sites)

xxi. Non-Emergency Department facilities such as (posting

sites):

- Labor room

- Intensive care unit

- Pediatric intensive care unit

- clinical ward

Page 157 of 170

B FURNITURE

i. Student Locker (to the number of students) 25

ii. Examination couch 3

iii. Resuscitation trolley / cart 2

iv. Patient trolley 3

v. Assessment & Diagnostics

- portable ultrasound (1)

- portable ventilator (1)

- portable multiparamonitor (1)

- Stestescope (5)

- Sphymomanometer (5)

- Fundoscope (2)

- Otoscope (2)

- Tendon hammer (2)

- X-ray view box (2) or PAC system

Viewer

- ABG machine (posting sites)

- POCT lab (posting sites)

C INTERVENTION

Available in simulation lab and skill lab.

i. BLS manikin

- adults

- infant

8

8

ii. ALS manikin

- adults

- infant

2

2

iii. High-technology simulator-

- adults

- pediatric (optional)

1

1

iv. Airway trainer manikin (2) 2

v. Maternity delivery simulator (2) 2

vi. Choking manikin (2) 2

vii. Laryngoscope with different sizes blades (3) 3

viii. Airway & ventilation set

- Endotracheal tube various sizes

- Laryngeal Mask Airway- varous sizes

Page 158 of 170

- Other form of supraglotic airway

- tylets

- ETT stabiliser

- Capnograph

- BVM

- Oxygen tank with pressure gauge

ix. Defibrillator- manual 2

x. Automated External defibrillator (AED) trainer 2

xi. IV giving sets

xii. Branulas – various sizes

xiii. Intraosseous cannulation set

xiv. Peritoneal tap set.

xv. Bandages- Crepe, large arm sling 25

xvi. Plaster-Of-Paris (POP) 25

xvii. Chest tube set 10

xviii. Suturing set 10

xix. Limb Immobilizer- various sizes & types (including traction

splint)

1

xx. Pelvic immobilizer- Binders and clamp 1

xxi. Spinal board – long 2

xxii. Extrication Device 1

xxiii. 2-way radio communication set 6 sets

9. PHYSIOTHERAPY

Generic requirements for this subgroup are:

a. Facilities




b. Laboratories




Page 159 of 170

gymnasium with adjustable manipulative beds

Electrotherapy laboratory with wooden couches

Anatomy laboratory with human body models

Hydrotherapy/Pool**

Physiology Lab **

** HEP need to provide the evidence of the access to these facilities

Most of the physiotherapeutic skills can be conducted in groups and the apparatus/equipment

ratio to students is 1:5. This is to ensure students are able to practice the necessary skills.

c. Clinical Practice Facilities

HEP should provide opportunities for the student to access or training in the following area:

Traumatology and Orthopaedics

Cardiopulmonary & cardiovascular

Surgery & Intensive care/Acute care

Neurology and Neurosurgery

PHYSIOTHERAPY

Paediatrics

Obstetrics and Gynaecology

Sports and Fitness

Primary care

Geriatric

Women and Men Health*

Medical

Oncology Palliative care*

Mental health*

ENT*

Special Need Child*

*optional for enhanced standard

d. Criteria for selection of clinical placements

Hospital/health center having some of the disciplines mentioned above.

Type of services offered:

a. Inpatient department

b. Outpatient department

Workload (at least 5 patients per day during their clinical placement)

Page 160 of 170

Students must be provided the placement that meets the clinical learning outcomes

The proposed list of equipment is necessary for 25 students per practical class in the

physiotherapy programme. The quantity of the equipment is in tandem with the increase number of

students.

No Equiptment Minimum

Requirement

A FUNDAMENTAL

No Equipment Minimum

Requirement

1. Didactic Skeletal Model ( with muscle marking) 5

2. Didactic life size skull 5

3. Flexible spine model 5

4. Skeletal with muscle 1

5. Adult Pelvic Model 1

6. Knee Joint model with ligament 5

7. Skeletal with muscle 1

8. Foot and ankle model with ligament 5

9. Shoulder joint with ligament 5

10 Hand skeleton model with ligament and muscle 1

11. Female pelvic 1

12. Brain Model(detachable) 1

13. Brain Model with arteries 5

14. Lung anatomical Model 5

15. Heart anatomical model 5

16. Three Part ear anatomical Model 1

17. Adult Mannequin 2

18. Child Mannequin 2

B FURNITURE

19. Flexible and adjustable plinth 8

20. Wooden Couch 8

21. Wooden Chair 8

22. Foot rest 5

23. Bobath Couch 2

Page 161 of 170

24. Tilt table 1

25. Adult adjustable Parallel Bar 1

26. Long Mirror 2

27. Weighing scale with height 1

28. Corner stair case 1

39. Mattress (i.e. Airex) size Approx. 78.7" × 39.4" × 0.6" 5

30. Stool (set of nested footstool with different height) 2

31. Pillow 20

32. Bath Towel 20

33. Suspension frame with accessories 2

34. Sliding board for transferring 2

35. Gait Belt 2

C ASSESSMENT AND DIAGNOSTIC

36. Goniometer set 5

37. Hand Assessment set 2

38. Inclinometer 3

39. Stethoscope adult 10

40. Dual Head stethoscope 2

41. Stethoscope paediatric 5

42. Manual Sphygmomanometer 10

43. Pulse oximeter 10

44. Digital video recorder 1

45. Digital Camera 1

46. Stop watch 10

47. Timer 10

48. Posture analysis grade 1

49. X-ray viewer 2

50. Peak flow meter 10

51. Hot and cold discrimination kits 2

52. Monofilaments sets 1

53. Tendon Hammer 10

54. Tuning Fork 5

55. Stabiliser pressure biofeedback 5

56. Child Assessment set ( Peabody PDMS-2) 1

57. GMFM user manual 1

Page 162 of 170

D Electrotherapy

58. Hydro collator tank with pack (12 pack) 1

59. Paraffin wax bath (large) 1

60. Infrared Ray 2

61. Shortwave Diathermy 2

62. Cryocuff complete set 5

63. Freezer / Refrigerator for cold pack or Ice machine 1

64. Portable Tens 10

65. Laser 2

66. Biofeedback 2

67. Electrical stimulation machine ( with IF, HVC and other low

frequency current)

5

68. Ultrasound 5

69. Traction Machine Lumbar 1

70. Traction Machine Cervical 1

71. Portable Nebuliser 2

72. Portable Suction 2

73. Shockwave * Optional

74. Real time ultrasound * Optional

E Therapeutic Exercises

No Equipment’s Minimum

Requirement

75. Gym Ball 55” 5

76. Gym Ball 65 “ 5

77. Dumbbells ( set of1 – 15lbs) 1

78. Sandbag ( Set of 1-15lbs) 1

79. Medicine ball sets ( 1-6kg) 1

80. Trampoline (adult) 1

81. Static Cycling (ergocycle) 2

82. Recumbent bikes 1

83. Treadmill 1

84. Cross trainer/Elliptical 1

85. Stepper 1

86. Pedal Exerciser 5

87. Overhead Pulley 2

Page 163 of 170

88. Stacking cone 6” set 2

89. Wobble Board sets 2

90. Wooden pegboard 2

91. Push up Block 5

92. Digiflex Hand exerciser set 2

93. Foam Roller 5

94. Balance beam 5

95. Soft Board /Stability trainer set 5

96. Exercises stick (weight) set 2

97. Resistive Band Light (50 yards) 2

98. Resistive Band Medium (50 Yards) 2

99. Resistive Band Heavy (50 yards) 2

100. Plastic Cones Medium (10) 2

101. Plastics Cones Small (10) 2

102. Adult Wheelchair 5

103. Recumbent Wheelchair 2

104. Sport wheelchair 2

105. Crutches (Adult) 5

106. Crutches ( Paediatric) 5

107. Elbow Crutches 5

108. Walking stick 5

109. Adult Rollator 2

110. Quadripod 5

111. Adjustable working stick 5

112 Wall bar 1

113 Paediatric Positioning (grasshopper tumble form) 1`

114. Set of Exercises roll ( height 6”, 8” and 12” and 16”) 1 SET

115. Wedges (elevation 4”, 6” 10” and 12”) 1 SET

116. Acapella (Vibratory PEP System) 5

117. Flutter 5

118. Pressure Biofeedback 5

119 Isokinetic Machine Optional

120 CPM machine Optional

121 Biodex Balance Machine Optional

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10. RADIATION THERAPY

Diploma and Degree

No. Modules Ratio

Benchmarked

(B) / Enhanced

(E)

1 Human Anatomy and Physiology

Standard anatomy and physiology models, phantoms,

apparatus and teaching aids for theory and demonstration

session

1:20 B

2. General Physics

Basic experimental model/apparatus for laboratory sessions 1:20 B

3. General pathology - Anatomical models, charts and posters for

teaching aids

1:20 B

4. Radiation Physics (including radiation protection)

Basic experimental apparatus

Radiation protection accessories:

Lead-rubber gowns and/or aprons

Lead-glass goggles

Radiation monitoring devices - TLD, film badge, pocket

dosimeter, Geiger-Muller counter

1:20 B

5. Patient Care in Radiation Therapy: for basic nursing care

procedures to be equipped with:

bed, mattress, pillow, linen,

bed-pan & urinal,

thermometer – conventional & digital set

sphygmomanometer & stethoscope

suction apparatus,

breathing/resuscitation apparatus

CPR phantom – adult & baby

Emergency trolley

Wheelchair

Patient trolley, transfer board and relevant lifting

apparatus.

Resuscitation apparatus

Models (mannequins) with colostomy and tracheostomy

1:20 B

Page 165 of 170

No. Modules Ratio

Benchmarked

(B) / Enhanced

(E)

6. Radiation Therapy Planning and Delivery

Immobilisation devices,

Treatment couch

Breast board

Customised head rest

Customised body board

Human phantom / mannequins

Measuring calipers

1:20 B

6. Radiation Therapy Equipment, Radiation Instrumentation and

Accessories

Simulation/X-ray Room to be equipped with:

Modern radiotherapy equipment with treatment table and

EPID

Screen/Films/cassette of various sizes

Illuminators

X-ray accessories – lead gown / apron, immobilisation

devices, cassette holder etc.

Radiographic phantoms with various models

AND/OR

**Integrated Computed radiography system / Digital

radiography with Image Reader & monitor

console/workstation

**Imaging plate for Computed radiography system

1:20 E

7. Imaging in Radiation Therapy

Sectional Anatomy

Sectional anatomical models/cadaver slices

Radiographic images

Computer terminals

Illuminators

1:10 B

Page 166 of 170

No. Modules Ratio

Benchmarked

(B) / Enhanced

(E)

8. Treatment planning software for teaching purposes

Digital sectional anatomical model or cadaver slices

Isodose curves and charts

1:10 E

9. Mould technology

Wax build up apparatus

Beam modification devices

Beam directional apparatus

Immobilization devices

Hot water bath

Cerroband apparatus

1:10 E

10. Quality Assurance in Radiation Therapy

Sets of QA tools for Processing and Radiation Therapy

Equipment

1:10 E

CRITERIA FOR SELECTION OF CLINICAL PLACEMENTS

The Radiation Therapy Department in hospitals chosen for clinical placements should have:

a. At least one Radiotherapy Simulator (CT-SIM).

b. Linear Accelerator with photon and electron modality for EBT, IMRT and IGRT.

c. Brachytherapy facilities.

d. Radiotherapy Planning System.

e. Workload (at least 20 patients per day during their clinical placements).

Documents

The Programme Standards: Medical and Health Sciences